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Teacher readiness for curriculum differentiation in teaching learners with visual impairment
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613546198597632 |
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| access_status_str | Open Access |
| author2 | Ubisi, Lindokuhle |
| author_browse | Ubisi, Lindokuhle |
| author_facet | Ubisi, Lindokuhle |
| 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 | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83153 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:51.914Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/83153 Teacher readiness for curriculum differentiation in teaching learners with visual impairment Ubisi, Lindokuhle nombalingele@gmail.com Mampane, Motlalepule Ruth Ngele, Nombali Priscilla Learners with visual impairment Teachers Inclusive education Special Schools Curriculum differentiation UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. Teachers need to be empowered with knowledge, skills, and values to enable them to motivate, stimulate, and develop the full potential of learners, including those with visual impairments. The fundamental problem is that teachers frequently view themselves as not having sufficient and relevant skills and experiences to teach learners with visual impairments. The study seeks to assess the readiness and preparations of teachers to distinguish the curriculum by teaching their learners with visual impairment. This qualitative study is framed by Vygotsky’s socio-cultural theory and a Participatory Reflection and Action (PRA). Purposive sampling was utilized to identify and select teachers who possess rich information to be able to answer the research questions. Teachers from two Special Schools in Gauteng province and two Special Schools from Limpopo province participated in the research. Data was collected through focus group discussions, observations, posters, and interviews. The responses were documented on flip charts, field notes, and in the researcher’s diary. The collected data was analysed through thematic inductive analysis; interpretivism guided the interpretation of results. The study revealed that although educators are trying their best to differentiate and adapt the curriculum and the instructions to accommodate students’ differences, they still face challenges such as not being appropriately and adequately prepared to teach learners with visual impairments. The researcher concludes the study by recommending that regular workshops, on-site training, and awareness campaigns be conducted. More research should be conducted on the knowledge, attitude, and perceptions of teachers teaching learners with visual impairments. Mpumalanga Department of Education es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2022-01-11T07:32:15Z 2022-01-11T07:32:15Z 2022-04 2020 Mini Dissertation .* A2022 http://hdl.handle.net/2263/83153 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 | Learners with visual impairment Teachers Inclusive education Special Schools Curriculum differentiation UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title | Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title_full | Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title_fullStr | Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title_full_unstemmed | Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title_short | Teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| title_sort | teacher readiness for curriculum differentiation in teaching learners with visual impairment |
| topic | Learners with visual impairment Teachers Inclusive education Special Schools Curriculum differentiation UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/83153 |