This thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered. / Department of Special Education

This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.

The purpose of the project was to determine if a school-wide intervention for students demonstrating symptons of Irlen Syndrome would result in improvements in reading skills and a reduction in physical symptoms that might impede visual processing necessary for successful reading.

The researcher found little information in literature reviewed about how Gestalt Play Therapy is being used in the treatment of visually impaired children. The aim of the study was to expand knowledge regarding this issue. A basic qualitative research study of an exploratory and descriptive nature was undertaken to describe how this therapy may be used in the treatment of such children. A representative sample was drawn from the population, consisting of gestalt play therapists who previously provided assistance to these children, using a purposive non-probability method. Data collection took place through the execution of semi-structured telephone interviews. Collected data was analysed using the Thematic Content Analysis to search for related themes (in line with the objectives of the study) in transcribed interviews. The general conclusion drawn from the empirical data was that gestalt play therapy can be used to good effect in the treatment of visually impaired children. / Die navorser het gevind dat daar weinig inligting in die literatuur beskikbaar is oor hoe gestaltspelterapie in die hulpverlening aan visueel gestremde kinders benut kan word. Die doel van die navorsingstudie was dus om kennis uit te brei rakende die benutting van gestaltspelterapie in die hulpverlening aan visueel gestremde kinders. 'n Basiese kwalitatiewe navorsingstudie met 'n verkennende en beskrywende aard is onderneem om te beskryf hoe gestaltspelterapie benut word met betrekking tot visueel gestremde kinders. 'n Verteenwoordigende steekproef is getrek, volgens 'n doelgerigte nie-waarskynlikheidsmetode, vanuit die populasie bestaande uit gestaltspelterapeute wat al van tevore hulp aan visueel gestremde kinders verleen het. Data-insameling het plaasgevind deur middel van semi-gestruktureerde telefoniese onderhoude. Die versamelde data is volgens die Tematiese Inhoudsanalise ontleed deur verbandhoudende temas (ooreenkomstig die doel van die studie) in getranskribeerde onderhoude te soek. Die algemene gevolgtrekking wat vanuit die empiriese bevindinge gemaak kan word, is dat gestaltspelterapie wel in die hulpverlening aan visueel gestremde kinders benut kan word. / Social Work / M.Diac. (Play Therapy)

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

The Mauritius School for the Blind is primarily funded through government support. Therefore, it is currently a requirement of the School to adhere to the same curricula as used in all primary schools in Mauritius. This research highlights the necessity for a curriculum that can be specifically designed to meet the needs of visually impaired children. The objectives of the study were; to conduct an evaluation to determine the visually impaired children’s educational goals; to establish the key orientation, mobility and independence skills required by children and young people at the School who are visually impaired; to identify ways in which the skills development programme can be implemented within, and beyond, the School’s curriculum; to propose a set of self-help skills training processes that can form part of the current curriculum to enable visually impaired children at the School for the Blind to become more independent. A triangulation research methodology constituting both qualitative and quantitative research was used. The participants consisted of 12 visually impaired children, the Head of the School, three NGO staff members and six teachers. Thematic analysis led to themes and categories emerging in the arena of self-help skills development. Independence and self-help skills were the main themes determined through data analysis. The secondary themes which emerged from the main ones consisted of social skills, travel skills, daily living skills and education. Sub-themes derived from social skills were cultural differences and its associated feeling of discrimination. Sub-themes under travel skills included independent travel and assistance. Finally, education comprised of sub-themes such as a special programme on self-help skills and training for teachers. The above analysis stressed the need to set up a committee in order to start developing a curriculum in the arena of self-help skills. / Psychology / M.A. (Psychology)

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

The Mauritius School for the Blind is primarily funded through government support. Therefore, it is currently a requirement of the School to adhere to the same curricula as used in all primary schools in Mauritius. This research highlights the necessity for a curriculum that can be specifically designed to meet the needs of visually impaired children. The objectives of the study were; to conduct an evaluation to determine the visually impaired children’s educational goals; to establish the key orientation, mobility and independence skills required by children and young people at the School who are visually impaired; to identify ways in which the skills development programme can be implemented within, and beyond, the School’s curriculum; to propose a set of self-help skills training processes that can form part of the current curriculum to enable visually impaired children at the School for the Blind to become more independent. A triangulation research methodology constituting both qualitative and quantitative research was used. The participants consisted of 12 visually impaired children, the Head of the School, three NGO staff members and six teachers. Thematic analysis led to themes and categories emerging in the arena of self-help skills development. Independence and self-help skills were the main themes determined through data analysis. The secondary themes which emerged from the main ones consisted of social skills, travel skills, daily living skills and education. Sub-themes derived from social skills were cultural differences and its associated feeling of discrimination. Sub-themes under travel skills included independent travel and assistance. Finally, education comprised of sub-themes such as a special programme on self-help skills and training for teachers. The above analysis stressed the need to set up a committee in order to start developing a curriculum in the arena of self-help skills. / Psychology / M.A. (Psychology)

The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.