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'They Are Visually Impaired, Not Blind … Teach Them!': Grade R In-Service Teachers' Knowledge of Teaching Pre-Reading Skills to Visually Impaired Learners
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Kao, Matiekase A.; Mzimela, Patience J. – South African Journal of Childhood Education, 2019
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers' adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the…
Descriptors: Reading Instruction, Reading Skills, Prereading Experience, Visual Impairments
A Study to Understand the Inclusion of Learners with and without Visual Impairment in a Secondary School in Lesotho
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Ralejoe, Malehlanye – South African Journal of Education, 2021
The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a…
Descriptors: Inclusion, Mainstreaming, Secondary School Students, Student Attitudes