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DOI:http://dx.doi.org/10.26855/er.2021.01.003

Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom

Date: January 22,2021 |Hits: 610 Download PDF How to cite this paper

Daniel L. Mpolomoka*, Masika Monde Sakai

Zambian Open University, Zambia.

*Corresponding author: Daniel L. Mpolomoka

Abstract

This paper is based on a lived teaching experience at Lions School for the Blind in Ndola, Copperbelt Province in Zambia. The main objective of this study was to explore screening assessments, intervention and teaching strategies employed by the teacher in a classroom of learners with language disorders and have visual impairment. A purely qualitative research employing a case study method. Observations, interviews and document review were the main data collection tools used. The data collected were analysed descriptively and thematically. Findings reveal gaps in screening assessment, intervention and teaching used by the teacher. While these gaps uncover areas to work on and improve practice, the teacher exhibited knowledge and skill in handling learners with language disorders who visual impairments as well. Many of the challenges encountered are structural and require attention of both the school and government authority intervention.

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How to cite this paper

Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom

How to cite this paper: Daniel L. Mpolomoka, Masika Monde Sakai. (2021). Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom. The Educational Review, USA5(1), 11-16.

DOI: http://dx.doi.org/10.26855/er.2021.01.003

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