Abstract:
The purpose of this research was to investigate the factors that hinder the teaching of Geography to learners with visual impairments in G.S. HVP Gatagara - Rwamagana Special School. Specifically, the objectives of this study were to analyze the approaches used in
learning/teaching Geography to learners with visual impairments; to examine how efficiency
is the raised-line paper maps; to determine the extent to which teachers adapt the teaching/learning resources and examinations to address the needs of learners with visual impairments; to examine the availability of Geography special teaching resources. The study
was guided by descriptive research design using quantitative and qualitative approaches. The
population under study was comprised by S3, S4 HEG, S5 HEG, & S6 HEG learners with visual impairments, teachers, Director of Studies and Headteacher. This research was made of 44 respondents including 40 learners with visual impairments, 2 teachers, 1 Director of Studies and 1 Headteacher of G.S. HVP Gatagara Rwamagana. Data was collected by use of questionnaires, interview and observation checklist. Findings revealed that one 1 Geography teacher agreed that she had received training on teaching Geography to visually impaired learners, while another teacher disagreed that he had not received training on teaching
Geography to visually impaired learners, therefore the approaches used in learning/teaching Geography to learners with visual impairments is not adequate enough. Besides, the results also showed that the raised-line paper maps are not efficient because they cannot represent detailed geographical information due to their limited size and scale. Moreover, the results of the study showed that adaption of the teaching/learning resources and examinations is not enough. The results also revealed that the Geography curriculum used by the learners has not been modified to meet their learning needs. Finally, the findings revealed that many
respondents agreed that there were learning/teaching resources which are not available and they felt that if provided they could support their learning. It was recommended that there should be training of Geography teachers, providing enough raised-line paper maps, provision of teaching/learning resources, providing Geography Braille books and adaptation of educational program.
