Teaching and Learning Strategies Adopted to Support Students Who are Blind in Botswana

Joseph Habulezi

Abstract


The study is based on the teaching and learning strategies Molefi Senior Secondary School in Botswana adopts to support students who are blind. The objectives of the study were to describe and explicate the teaching and learning strategies the school adopts to support students who are blind and project ways for improving the practices. The study made use of the school community and stakeholders as its respondents. The interviews, documents and observations were used to collect data. The data was broadly analysed using descriptions. The research study established that there are a variety of pedagogical practices used to support students in the teaching and learning processes to accommodate students who are blind. It is recommended that the school casts its net even wider to embrace more key stakeholders like parents. The school should further consider more participatory and exploratory teaching and learning styles. The use of access technology could cultivate self-confidence, self-esteem and promote more interactive and independent student learning. This could further make students even more proactive in the teaching and learning processes.  


Keywords


LEARNING STRATEGIES, VISUAL IMPAIRMENT, BOTSWANA

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References


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