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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.

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive 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 purpose of this study was to explore the academic experiences of learners with low vision in integrated schools. Based on the findings from the study, recommendations were forwarded to the integrated primary school principal and teachers who are responsible for the support of learners with low vision. Ethical measures were adhered to as participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The researcher also kept strict confidentiality to protect identity of the participants. The participants in this research work were seven learners with low vision, one principal and three teachers in one of the integrated primary schools. In this study the researcher used qualitative methodology with purposive sampling technique to select respondents and used descriptive design. It was found that in most cases the attitude of teachers and sighted learners towards learners with low vision was negative, social isolation and withdrawal of learners with low vision from sighted group were the main problems. During this research process respondents reported that there was lack of learning resource materials and modification of teaching materials to suit the needs of learners with low vision. Therefore, the study recommends that learners with low vision should be included not only physically, but socially and psychologically. The teachers in the integrated schools should have a close relationship with these learners, give them support and the curriculum as well learning material or resources should be adapted to suit the need of the learners with low vision. The regular inclusive schools should know the importance of early acceptance and benefits of early identification and intervention to encourage social development of learners with low vision. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / This study explored the dynamics of guide dog ownership from a psychological point of view. The research was explorative in nature and employed two historically distinct methodologies of enquiry (both quantitative and qualitative). This explorative study relied on a very comprehensive literature review, which combined literature from three distinct fields of research: disability research, psychofortology and the human-animal interaction. Based on this literature review, three research questions were formulated. The first part of the study focused on the concept of well-being. The first two research questions dealt with the question of whether differences exist between the well-being of persons with blindness and guide dog ownership and persons with blindness without guide dog ownership. These two questions were answered in a quantitative fashion by employing Ryff’s Scales of Psychological wellbeing (1989) to two naturally occurring groups (n = 65). In general, no group differences emerged, but the properties of the questionnaire and some confounding may have skewed the results. The final research question explored the lived experience of anticipating and owning a guide dog in a qualitative fashion. Two interviews were conducted with each of six participants (one interview before guide dog ownership and one after acquiring a guide dog). The qualitative methodology yielded some very promising findings on the nature of guide dog ownership. Seven themes emerged from the first interview and eight from the second. Guide dog ownership seems to be a life-changing experience, with both negative and positive consequences for the owner and his/her psychological well-being. This study concludes with a strong argument for the complementary use of quantitative and qualitative methodologies. Recommendations are given for several service providers in and for the community of persons with disabilities, and suggestions are made for future research on a topic of this nature.

Thesis (M Social Work(Social Work))--University of Stellenbosch, 2006. / An exploratory research design together with a qualitative research approach was chosen in order to obtain knowledge, insight and understanding regarding the socio-emotional experience of older persons with visual impairments. The motivation for this study resulted from a lack of recent research related to the socio-emotional experience of older persons with visual impairments. The researcher became aware of this lack of recent literature during a preliminary literature investigation. The need for updated research in this field was confirmed by the Department of Social Work and the Department of Ophthalmology at Tygerberg Hospital. The goal of the study is therefore to gain a better understanding of the socio-emotional experience of older persons with visual impairments in order to provide guidelines for social work intervention with these older persons. The literature study firstly focused on the life-stage of older persons in order to gain a better understanding of the developmental needs and tasks during old age focussing especially on the significance of visual competency in this life-stage. The literature study also included the theoretical framework that guides the social worker’s task, in this study the focus was on the ecological perspective. Primarily, the literature study explored the socio-emotional experiences of older persons affected by visual impairments and the social work interventions that are available for older persons with visual impairments. The researcher decided to involve ten older persons (65 years of age or older) with visual impairments who are from the service-area of Tygerberg Hospital in the research. A qualitative investigation was carried out by means of conducting semi-structured interviews with the aid of an interview guide. The results of the investigation largely confirmed the findings of the literature study namely that visual impairment severely impacts the daily functioning of older persons. These socio-emotional challenges include: aspects related to family and/or friends; psychosocial implications of vision loss on daily activities like: driving, shopping, sport, television, needlework/ knitting, and reading; and a lack of knowledge regarding available services for older persons with visual impairments.

Auditory graphs and active point estimation provide an inexpensive, accessible alternative for low vision and blind K-12 students using number lines and coordinate graphs. In the first phase of this research program, a series of four psychophysics studies demonstrated an interactive auditory number line that enables blind, low vision, and sighted people to find small targets with a laptop, headphones, and a mouse or a keyboard. The Fitts' Law studies showed that, given appropriate auditory feedback, blind people can use a mouse. In addition, auditory feedback can generate target response patterns similar to when people use visual feedback. Phase two introduced SQUARE, a novel method for building accessible alternatives to existing education technologies. The standards-driven and teacher-directed approach generated 17 graphing standards for sixth grade mathematics, all of which emphasized point estimation. It also showed that how only few basic behavioral components are necessary for these graphing problems. The third phase evaluated active point estimation tools in terms of training, classroom situations, and a testing situation. This work shows that students can learn to graph in K-12 environments, regardless of their visual impairment. It also provides several technologies used for graphing, and methods to further develop education accessibility research.

Practical aid to understanding vision impairment on page xxvii unable to be scanned. Please see http://www.rnzfb.org.nz/eye-conditions for this information. / The relationship between guide dog handlers in New Zealand and their guide dogs was investigated to identify the reasons why some partnerships are successful while others are not. A two-part study was designed to explore the match between the handler and the dog to improve the outcome of the matching process. A focus group discussion with people who had a range of visual acuity and experience with mobility aids was conducted as a preliminary measure to help develop the survey questionnaire that was used in the second part of the study. Fifty current and/or previous handlers, who had used a total of 118 dogs, were interviewed about their prior expectations and the outcome of the partnerships. Results indicated that the majority of matches were successful, and quality of life was improved for most participants because of using a dog. Around a quarter of the matches were considered unsuccessful, although not all mismatched dogs were returned. Mismatches arose predominantly from problems concerning the dogs' working behaviour followed by the dogs' social/home behaviour. However, dogs were also returned for health problems and a few were returned for personal issues concerning the handler. Compatibility between the handler and the dog, and the fulfilment of expectations were positively associated with better matches. Factors relating to mobility, including a handler's ability to control a dog, made the biggest contribution to success, but non-work related issues, such as companionship and enhancement of social interactions were also significant. Other factors that appeared to be associated with a good outcome included an accurate assessment of workload, having a good relationship with the guide dog instructor, and having a little useful vision - especially if this deteriorated over the time a dog was used. Other findings suggested that the use of a dog improved travel performance, regardless of how well the participants' perceived their travel ability to have been before the dog was acquired, and that second dogs were less favoured than the first ones. These results have permitted a series of recommendations to be proposed to the guide dog industry regarding characteristics of handler and dog that are important for a successful match.