Abstract:
This mixed-methods study investigates the effect of teachers’ approaches on the learning
outcomes of children with low vision in Nyagatare District, Rwanda. The research specifically
explores the effectiveness of inclusive teaching strategies, teacher-student interactions and the
availability and utilization of assistive technologies. Conducted at G.S. Rwisirabo, the study
involved 18 teachers and 13 students with low vision. Data was collected through questionnaires,
interviews, and classroom observations, and analyzed using both quantitative and qualitative
techniques.
The study revealed a significant lack of assistive devices and technologies in the school, with
limited utilization of available resources due to insufficient training. The research also
highlighted the positive impact of teacher training programs on teachers' understanding of visual
impairments and their ability to implement effective teaching strategies. However, teachers
expressed a desire for more in-depth and ongoing training, particularly in the use of assistive
technologies and curriculum adaptation. The study concludes that while current training
programs have made a significant positive impact, there is a need for continuous professional
development to further enhance teachers' capabilities in supporting students with low vision.
To address the identified gaps, the study recommends increasing the availability of assistive
devices and technologies, providing regular and comprehensive teacher training programs, and
encouraging collaboration among teachers and specialists. These measures, along with
advocating for policy changes at the educational system level, can enhance the learning
experience and academic success of students with visual impairments.
