Novice Teachers' Experiences of Teaching Visually Impaired Learners in the Foundation Phase: A Case of Inclusive KwaNyuswa Rural Schools

Abstract

In the past, special education to serve this vulnerable group in public schools was completely neglected. Only well-resourced special schools were privileged to serve the minority in South Africa. The current education system prepares teachers who are generalists, with very little specialised training to teach visually impaired learners. Hence, this study presents a case study of six novice teachers employed without the proper qualification to teach visually impaired learners in the Foundation Phase. This study was premised on understanding that most Foundation Phase teachers have been teaching visually impaired learners without training. Qualitative method was adopted for data collection. This was done through the use of semi-structured interviews. Burden's theory on teacher development stages was used to analyse data. Findings reveal that novice teachers require immense support and guidance to teach visually impaired learners in the Foundation Phase. Otherwise, they are not providing the quality education envisaged in the Constitution of the Republic. The study therefore recommends amongst others that since government has responsibility to provide equitable and quality education to all people, irrespective of their physical condition, the quality of education provided for visually impaired learners in the Foundation Phase should be reconsidered. This is to ensure access with success, rather than participatory access.