An investigation of the support rendered to teachers of learners with visual impairments in an inclusive secondary school in the Oshana region in Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author Shivute, Sarti Mpingana
dc.date.accessioned 2019-01-31T07:10:31Z
dc.date.available 2019-01-31T07:10:31Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2439
dc.description A research thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education) en_US
dc.description.abstract This study explored the support rendered by education stakeholders to teachers of learners with visual impairments. This study was conducted at an inclusive secondary school in the Oshana region. The purposeful criterion sampling technique was used to select seven teachers who were teaching learners with visual impairments at the time of research to participate in the study. The interview guide was used as an instrument to collect data from the participants. With the permission of the respondents, a voice recorder was used and field notes were kept to capture the information during the interviews. Data were analysed by means of content analysis through coding and categorising into themes. The findings of the study revealed that only some of the education stakeholders, such as the Ministry of Education, Arts and Culture and the resource teacher, rendered meaningful support to teachers of learners with visual impairments in inclusive schools. The Ministry of Education, Arts and Culture, non-governmental organizations and Eluwa Special School provided material support while the resource teacher provided practical support. The findings of this study revealed that some of the reasons for the poor support from other stakeholders in inclusive schools were a lack of skills and knowledge regarding inclusive education. After critical examination of the findings of the study, various recommendations were made to Ministry of Education, Arts and Culture, parents, teacher counsellor and the resource teacher regarding their support roles. The study also made recommendations for future studies en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Visual impairment en_US
dc.title An investigation of the support rendered to teachers of learners with visual impairments in an inclusive secondary school in the Oshana region in Namibia en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record