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Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency
Thesis (PhD (Educational Psychology))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613589409366016 |
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| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2023 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 | Thesis (PhD (Educational Psychology))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/99416 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:33.011Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| 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:2263/99416 Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency Ferreira, Ronel heloisegevers@gmail.com Gevers, Heloise UCTD Sustainable Development Goals (SDGs) Classroom instruction Colour vision deficiency (CVD) Inclusive education Learner with colour vision deficiency Special needs Teacher guidance intervention Teaching and learning Teaching resources Barriers to learning Thesis (PhD (Educational Psychology))--University of Pretoria, 2024. There is a scarcity of research in South Africa on how to support learners with colour vision deficiency (CVD). Inspired by inclusive approaches to education, the purpose of my study was to explore and describe teachers’ current disposition to CVD and the extent to which CVD is taken into consideration during teaching and classroom instruction, with the aim of conceptualising a teacher guidance intervention in support of learners with CVD. My study forms part of a broader research project undertaken by the Centre for Visual Impairment Studies, University of Pretoria. In compiling a conceptual framework, I integrated aspects of Vygotsky’s theory of dysontogenesis and the socio-constructivist theory of Vygotsky. Methodologically, I implemented an explanatory sequential mixed methods design, with pragmatism as epistemology. Data was collected/generated in two phases. During the quantitative phase, I relied on a combination of convenient and purposive sampling to select 92 teachers from public schools in the Ekurhuleni district, Gauteng, who completed a structured questionnaire. During the qualitative phase, data was generated through seven semi-structured interviews involving nine participants who were conveniently selected. For data documentation, I relied on field notes and a research journal. I utilised descriptive and inferential statistics to analyse the quantitative data and completed inductive thematic analysis of the qualitative data. Following my analysis of the data, I integrated the results of the two phases. The findings of my study indicate that colour is widely used within the school context, not only during teaching and classroom instruction and in educational media but also during extra-curricular activities, such as sport and cultural activities. The findings furthermore highlight that the use of colour may negatively affect learners with CVD, not only impacting their scholastic performance but also their participation in extra-curricular activities. In addition, CVD-related challenges can negatively affect the psycho-social functioning of learners with the condition. My study presents some guidelines for teachers working with learners with CVD in support of their optimal functioning. Based on the findings I obtained, I conceptualised a teacher guidance intervention in support of learners with CVD that can be developed and implemented in a follow-up study. Educational Psychology PhD (Educational Psychology) Unrestricted Faculty of Education SDG-04: Quality Education 2024-11-26T14:05:47Z 2024-11-26T14:05:47Z 2025-04 2024-08 Thesis * A2025 http://hdl.handle.net/2263/99416 https://doi.org/10.25403/UPresearchdata.27902667 en © 2023 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 Sustainable Development Goals (SDGs) Classroom instruction Colour vision deficiency (CVD) Inclusive education Learner with colour vision deficiency Special needs Teacher guidance intervention Teaching and learning Teaching resources Barriers to learning Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title | Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title_full | Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title_fullStr | Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title_full_unstemmed | Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title_short | Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| title_sort | conceptualising a teacher guidance intervention in support of learners with colour vision deficiency |
| topic | UCTD Sustainable Development Goals (SDGs) Classroom instruction Colour vision deficiency (CVD) Inclusive education Learner with colour vision deficiency Special needs Teacher guidance intervention Teaching and learning Teaching resources Barriers to learning |
| url | http://hdl.handle.net/2263/99416 https://doi.org/10.25403/UPresearchdata.27902667 |