Teachers' Perceptions on Transition Practices for Students with Visual Impairments in Botswana

Autor/in	Ookeditse, Goitse B.
Titel	Teachers' Perceptions on Transition Practices for Students with Visual Impairments in Botswana
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1918854 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ookeditse, Goitse B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1918854
Schlagwörter	Foreign Countries; Transitional Programs; Planning; Visual Impairments; Students with Disabilities; Teacher Attitudes; Secondary School Teachers; Program Effectiveness; Teacher Role; Teacher Characteristics; Student Needs; Botswana + Suchen Sie Ihr Suchwort? Ausland; Ablaufplanung; Planungsprozess; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Lehrerrolle
Abstract	Postsecondary transition planning is a critical process for all students, including those with visual impairments. In Botswana, limited research has been conducted on teachers' perceptions on the extent to which schools provide specific transition services to improve post-school outcomes of students with visual impairments (SWVIs). Hence, the purpose of this study was to explore senior secondary school teachers' perceptions in Botswana on what secondary school practices improve the post-school outcomes of SWVIs. The study explored transition practices for SWVIs that were consistent or inconsistent with the literature. A quantitative research approach was adopted and 114 teachers participated in this study. Mann Whitney "U" and Kruskal Wallis tests were run to determine differences in teachers' perceptions. The findings revealed that most transition practices for SWVIs that have been found from the literature to enhance post-school outcomes also improved post-school outcomes for these youths in Botswana. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01