The effect of teachers' approaches on the learning outcomes of children with low vision in selected school in Nyagatare District

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.