Factors that Hinder Academic Performance of Learners with Visual impairments in two Selected Special Schools of Rwanda.

Abstract

The purpose of this research was to investigate factors that hinder academic performance of learners with visual impairments in two selected special schools in Rwanda. This study addressed the following objectives: to find out whether teaching materials used in special schools affect negatively academic performance of learners with visual impairment; to find out whether the teaching methods used in special schools affect negatively academic performance of learners with visual impairment; to investigate challenges faced by teachers when teaching learners with visual impairment in special schools; and to identify measures that school management put in place to address academic challenges of learners with visual impairments in special schools. The researcher used descriptive survey design. The research was conducted in two selected special schools; HVP Gatagara Rwamagana which is located in Eastern Province, Rwamagana District, and Educational Institute for Blind Children Kibeho which is located in Southern Province, Nyaruguru District. The target population was 380 respondents that included 171 learners with visual impairment, 27 teachers and 2 administrators of HVP Gatagara Rwamagana and 160 learners with visual impairment, 18 teachers and 2 administrators of Educational Institute for Blind Children Kibeho in the academic year 2017. In this study purposive and simple sampling techniques were used to select teachers and administrators while stratified sampling was used in selecting learners. Three instruments: questionnaires, interview guide and observation checklists were used to collect data on the factors that hinder academic performance of learners with visual impairment in Gatagara Rwamagana and Educational Institute for Blind Children Kibeho. Descriptive statistics was used to present and analyze the results of the study. The data of this research, learners, teachers and administrators showed that teaching and learning materials provided to learners with visual impairments were not sufficient compared to the numbers of learners with visual impairment need them where these learners with visual impairments share available learning and teaching materials. The data showed that although many respondents agreed that the teachers’ teaching methodologies were appropriate in special schools there were others who disagreed that methodology of requesting learners to do research, give source of knowledge, where there was scarcity of materials means that methods that teachers used in teaching and learning were not appropriate. Teachers revealed challenges they face during teaching in special schools as teaching materials were not satisfactory; the period of forty (40) minutes was short to teach learners with visual impairments. The school management took measures of system of team working; establishing regular budget to support special education field; adapting teaching/ learning contents for visual impairment into Braille writing; provision of professional development course to staff to make refreshment about special methodologies to be applied to teach visual impairment learners; recruitment of teachers who are trained about special education; and digital library. It was recommended that the Ministry of Education should allocate a budget to make major renovations and adaptations in the physical facilities of special schools to make it friendlier to learners with visual impairments.