Challenges Experienced by Learners with Visual Impairments in South African Township Mainstream Primary Schools

Autor/inn/en	Morelle, Mokwena; Tabane, Ramodungoane
Titel	Challenges Experienced by Learners with Visual Impairments in South African Township Mainstream Primary Schools
Quelle	In: South African Journal of Education, 39 (2019) 3, Artikel 1615 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Morelle, Mokwena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Visual Impairments; Elementary School Students; Students with Disabilities; Inclusion; Barriers; Educational Environment; Parent Participation; Institutional Mission; Elementary Schools; South Africa + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Diversity in education is not about different races only; in the South African context it also refers, for instance, to types of schools or different learning styles. Inclusivity in education thus refers to all learners, regardless of their abilities, being noticed and encouraged to share and learn in the same space. However, the South African education system is still struggling to ensure that learners with disabilities, especially those with visual impairment, are fully catered for in mainstream schools. In the study reported on here a qualitative research methodology was used to collect data through semi-structured interviews and observations with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated in mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced, and teacher support reviewed while involving parents of visually impaired learners in their children's schooling. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01