Impact of resources on the teaching and learning of English Language of learners with visual impairment at ‘O’ Level in an inclusive set-up The case of Musimeki High School
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Abstract
This paper explores the impact of resources on teaching and learning of English Language of learners with visual impairment at ‘O’ Level in an inclusive set-up. It identifies various strategies necessary to improve the performance of learners with visual impairment in English Language. A qualitative approach was adopted. Fifteen learners and four teachers were purposively selected for the study. Thematic data analysis was used. The findings revealed that there is a shortage of teaching and learning resources from Musimeki High schools which include Braille books, Braille computers, tape recorders, audiobooks and DVDs. Supplementary reading materials in Braille, such as novels, magazines and newspapers are also not available. Inclusivity has an advantage in that sighted learners read for the VI on printed books since there are no Braille books and on computers, since schools do not have computers with jaws software. The sighted also assisted during group work tasks since they have access to supplementary reading materials. The Ministry of Primary and Secondary Education is recommended to liaise with press organisations to put information in newspapers and magazines in brailed. Press organisations are recommended to employ VI school leavers without jobs to do braille work.
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