Cosmas Mnyanyi, Open University of Tanzania, Psychology and Special Education Department, Faculty Member. Studies Special and inclusive education . Find out more about Lancaster University’s research activities, view details of publications, outputs and awards and make contact with our researchers. G4 Doctoral dissertation (monograph) Changing Teachers´Practices in Regular Schools Enrolling Children with Visual Impairment – An Action Research Project.
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There is a need therefore to find ways to support teachers so that they develop knowledge and skills in supporting children with disabilities who are included in regular schools. More and more regular schools are enrolling children with visual impairment, but the schools lack financial resources, tactile teaching materials and trained special education teachers. Most of it consists of large low-income families in rural areas where the rate of illiteracy.
The country resolved to fight illiteracy as one of the In the race of excellence there is no finishing line. International Journal of Education and Research Vol. Peripatetic teachers provide support services in schools and are engaged in home-based programs 4.
Changing Teachers Practices in Regular Schools Enrolling Children with Visual Impairment – PDF
Introduction Over the last 30 years, many European countries have made a tremendous shift in their educational approach. The system of educating children with disabilities through use of resource rooms with boarding facilities has many weaknesses and is expensive to implement Evans, In the late s the idea of inclusive education reached Tanzania as a result of the inclusion movement world-wide.
Identifying teachers practices and challenges Teachers practices and support strategies Teachers challenges and proposed solutions The teachers reflections in implementing cycle Children s voices Summarizing reflections and a way forward Cycle 2: Regular teachers do not know how to use and adapt available teaching and learning resources which could promote the learning of children with VI.
In most cases inclusion in Tanzania is nothing more than physical integration. This was also the case for children with VI. Itinerant teachers, specializing in The teachers who participated in the collaborative action research project were the 14 teachers who taught blind or visually impaired pupils in grades 4 and 6, in total 6 pupils. I am indebted to the prereviewers of my thesis Professor Tiina Itkonen from California State University, Channel Islands, USA and Professor Matts Mattsson from Stockholm University, Sweden who read my manuscript and gave valuable and constructive comments which supported me in improving the manuscript and finalizing this research work.
The opinions, findings, recommendations and conclusions expressed in this report. Tactile Numbers with Braille illustration Photo 4. Teachers proposed solutions frequencies Table It is one of the remaining.
As a lecturer in special and inclusive education, my ambition is that the study will contribute to the generation of new knowledge on how to facilitate teacher professional development in implementing inclusive education in Tanzania and beyond where the focus is on changing practices. According to him, the main objectives of ICT literacy programmes are to help the blind and the visually impaired improve their professional and personal lives, enhance their productivity and employment prospects, help them gain wider access to information and increase their ability to participate in and interact with society.
The methodological approach used in the study is action research AR. Changing practices through collaboration Collaboration between teachers Collaboration between teachers and children Collaboration between children Children s voices Summarizing reflections and a way forward Cycle 5: Mental and Intellectual Challenges Programme More information.
The general aim of this study is to contribute to increased knowledge and understanding about how teachers can change their teaching practices and thus facilitate the learning of children with visual impairment included in regular classrooms as they participate in an action research project.
Such teaching methods focus on facts and figures presented in the curriculum. If they cannot see the mouse pointer they learn alternative ways of navigating a screen and operating the software.
The results also point at strategies which can promote inclusion of children with disabilities in regular schools. Teachers innovations Table These three aspects of education in Tanzania are considered as important for understanding of the context in which the study was conducted. I thank the staff at the Swedish School for the Blind in Helsinki.
Achieve universal primary education education situation More children in Cambodia are entering school and the gender gap is quickly closing as more girls make their way to the classroom. It was, however, a big comsas for disabled people, particularly visually the impaired, to have access on learning and seeking information through computer.
The home-based programs and the units attached to regular schools are supported by the Tanzania Society for the Blind TSBa non-government organization in partnership with the government 5.
We need More information. Tactile Alphabets without Braille text Photo 2.
The policies and the innovations themselves do not take into consideration the special needs of people with visual impairment. Children with visual impairment enrolled in regular schools seldom get enough support and often fail in examinations.
My grandfather did not allow my father to attend school and had to start working at the age of 8 years old. Italy Ways of inclusion in law and at school. The study follows the format of a traditional research coosmas with introduction, literature review, mnyanji, findings and discussion. Chapter 8 provides a discussion of the study s methodological considerations and findings, including conclusions.
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Sauti za Wananchi Brief No. Teachers views on the challenges in teaching children with VI Table In this study teachers mnnyanyi participated in the action research process, producing pedagogical knowledge as they continuously addressed challenges and problems they encountered when meeting the unique learning needs of all the children in their classes, especially children with VI.
Tactile numbers and figures without Braille text Photo 3. This paper aims to shed light on the reality of primary education in post-revolutionary Tunisia at a time when much importance has been given to reforms in some sectors as a response to sectoral demands.