Adaptation of learning and teaching support material and assessment of learners with visual impairment

Abstract

Co-funded by the European UnionThis publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union.

Analysis of Curricular Adaptations and Teacher Training in the Area of Visual Disability

“…Likewise, teachers also highlight the need to implement oral evaluations as an alternative for assessing the learning of students with visual disabilities, reinforcing this result with the contributions of studies and conceptualizations formulated by various authors (Andrade Lozada & Yepes Camacho, 2020;Carney et al, 2003;Council of Europe, 2020;Mirasandi et al, 2019;Texas Education Agency, 2017;Viljoen, 2020a). Notably, they propose other evaluation alternatives such as reading tasks carried out in Braille, use of graphic material, and replacement or complement of an image or diagram with a written description (Andrade Lozada & Yepes Camacho, 2020;Viljoen, 2020b).…”

“…Study materials must be available in accessible formats such as Braille text, audiobooks, digitized text files compatible with screen readers, or tactile materials; use detailed verbal descriptions when presenting graphics, images, or videos. Large font and high contrast formats facilitate reading; access to screen reading software, screen magnifiers, special keyboards or touch devices that can facilitate interaction with technology; adaptations in assessment methods, such as providing exams in alternative formats or allowing additional time to complete tests; individualized support through a specialized educator or assistant who can help the student with academic tasks according to his or her specific needs; school environment adapted for the mobility of students with visual disabilities, with braille signage, obstacle-free routes, and mobility aids available; collaboration with special education specialists and vision health professionals to ensure that appropriate adjustments are implemented and necessary support is provided (Carney et al, 2003;Council of Europe, 2020;Mboshi, 2018;Texas Education Agency, 2017;Viljoen, 2020a).…”

A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education

“…As for the teaching of CSE to LVIs, there are various classroom practices and teaching methods to remove the barriers to learning associated with the visual demonstration of these materials. For example, teachers can employ various curriculum differentiation techniques such as using visual outlines, tracing, and assistive technologies such as optical character recognition, screen reader, and text-tospeech software (du Plessis, 2020;Erwee, 2020;Viljoen, 2020). The role of these strategies is to create tactual descriptions of a real-life object such as a human hand or other everyday items.…”

“…The role of these strategies is to create tactual descriptions of a real-life object such as a human hand or other everyday items. Teachers can also use language to provide LVIs with a description of the object or item (du Plessis, 2020;Erwee, 2020;Viljoen, 2020). However, there are complexities when these representations are to be explained to learners who are completely blind (Bray, 2021;Kapperman & Kelly, 2013;Krupa & Esmail, 2010).…”