Teachers' Methodologies and Sources of Information on HIV/AIDS for Students with Visual Impairments in Selected Residential and Integrated Schools in Ghana

Autor/inn/en	Hayford, Samuel K.; Ocansey, Frederick
Titel	Teachers' Methodologies and Sources of Information on HIV/AIDS for Students with Visual Impairments in Selected Residential and Integrated Schools in Ghana
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.134-145 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Visual Impairments; Teaching Methods; Information Sources; Instructional Materials; Student Surveys; Statistical Analysis; Health Education; High Schools; Residential Schools; High School Students; Ghana + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Information source; Informationsquelle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerbefragung; Statistische Analyse; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; High school; Oberschule; Heimschule; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	This study reports part of a national survey on sources of information, education and communication materials on HIV/AIDS available to students with visual impairments in residential, segregated, and integrated schools in Ghana. A multi-staged stratified random sampling procedure and a purposive and simple random sampling approach, where appropriate, were used to select 83 students with visual impairments to participate in a survey. Descriptive and inferential statistics, including frequency distribution, percentages, and chi-square (X[superscript 2]) test, were used to analyze the data. The findings revealed that teachers used a variety of sources of information such as newspapers, storybooks, prescribed textbooks and recorded materials, and workplace HIV/AIDS policies to teach HIV/AIDS lessons to students with visual impairments. Additionally, teachers relied more on discussion, storytelling and lecture method, rather than interactive methodologies to teach HIV/AIDS lessons. Chi-square (X[superscript 2]) computation at 0.05 significant level revealed that none of the students' responses was independent on gender. Recommendations were offered to the Ghana's Ministry of Education for consideration. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06