Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Towards developing teacher competencies for holistic enablement of visually impaired learners
Dissertation (MEd)--University of Pretoria, 2018.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2019
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613559123345408 |
|---|---|
| access_status_str | Open Access |
| author2 | Sefotho, Maximus Monaheng |
| author_browse | Sefotho, Maximus Monaheng |
| author_facet | Sefotho, Maximus Monaheng |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/69898 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:03.802Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/69898 Towards developing teacher competencies for holistic enablement of visually impaired learners Sefotho, Maximus Monaheng u14464099@tuks.co.za Malan, Marietha Jacoba UCTD Visual impairment Inclusive education Teacher competencies Professional development Braille literacy Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2018. Despite South Africa’s adequate legislation for protecting the right to education of people with disabilities, the National Development Plan (NDP) of 2012 found that there are still cases of this right being infringed. In 2015, Hodgson and Khumalo, two Section 27 reporters, identified challenges at schools for the visually impaired, such as insufficient basic assistive devices, a lack of accessible textbooks, lack of funding, serious staff shortages, inadequate orientation and mobility instruction, and teachers who are incapable of reading and writing Braille (Hodgson & Khumalo, 2015). One of these challenges, insufficient teacher development, is the rationale for this study. The study is part of research that informs the programme outline for an advanced diploma in visual impairment studies. The purpose of the study was to identify the core competencies (knowledge, skills and values) that teachers of the visually impaired need. A competency in this sense refers to “an ability to carry out a specified task or activity to pre-determined standards of attainment” (Buultjens, 1997). These competencies had to be based on or aimed at the unique needs of the visually impaired learner. For this purpose, the experiences of different stakeholders in the visually impaired community were explored. The project team visited 17 schools in five provinces. These visits involved 240 teacher participants and around 40 experts in the field. Participatory reflection and action (PRA) workshops were conducted following an action research design. It was reasoned that a consultative and collaborative approach would have results that would lead to a programme outline to address the practical, everyday challenges of learners and teachers. Because the researcher is a full-time teacher, she could unfortunately not join the team on all the visits. However, she conducted individual semi-structured interviews with four parents, two school-leavers, three blind adults, two occupational therapists and three teachers. Participants were encouraged to have the holistic education of a visually impaired individual in mind when answering the questions. In the data analysis phase of the study, the researcher chose to use applied thematic analysis (ATA), which is a type of inductive analysis of qualitative data that can involve multiple analytic techniques. Three themes were identified after the analysis: values and attitudes, accessibility and transition. It is hoped that the competencies identified by the participants will feed into the framework of a practical, high-quality programme outline for an advanced diploma for teachers of the visually impaired so that young adults will be enabled to access society and the world of work as holistically functioning individuals. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2019-06-02T11:39:24Z 2019-06-02T11:39:24Z 2019/04/16 2018 Dissertation Malan, MJ 2018, Towards developing teacher competencies for holistic enablement of visually impaired learners, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69898> A2019 http://hdl.handle.net/2263/69898 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Visual impairment Inclusive education Teacher competencies Professional development Braille literacy Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title | Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title_full | Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title_fullStr | Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title_full_unstemmed | Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title_short | Towards developing teacher competencies for holistic enablement of visually impaired learners |
| title_sort | towards developing teacher competencies for holistic enablement of visually impaired learners |
| topic | UCTD Visual impairment Inclusive education Teacher competencies Professional development Braille literacy Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/69898 |