Based on the findings of this study, these recommendations are made. They will be presented thematically. These recommendations require a collaboration of different governmental departments and other structures concerned but initiation by teachers will hopefully speed up the processes of implementation.
5.4.1 Medical concerns Teachers should:
• Advise parents of LWA to take their children to eye care specialists for proper eye testing.
• Make a follow up to ensure that the LWA are referred to eye care specialists in nearby hospitals and are treated free of charge.
• Advise parents of LWA to visit the servicing social worker in their area to request monthly supplies of sunscreen lotions and long beamed hats to LWA.
• Encourage LWA to wear contact lenses, especially teenage students who have come to be conscious about their looks.
• Advise LWA to take constant breaks when studying to relieve strain on their eyes and therefore avoid the possibility of headache attacks.
• Advise LWA to wear protective clothing and play under the shades.
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5.4.2 Teaching and learning Teachers should:
• Enlarge font in all notes to be handed out to LWA.
• Maximise colour contrast between the object and its background. On black boards, white chalk should be used and on green boards, yellow coloured chalk should be used for more visibility.
• Allow LWA to choose sitting positions in class that they deem suitable for them and give them authority to move closer to the board to see better.
• Grant LWA extended time to finish their class activities and projects. It is also highly recommended that teachers explain to the class why that is done to avoid other learners thinking that LWA are receiving preferential treatment.
• Mind language they use especially if directed to LWA in class. Dart et al. (2003) advised that teachers should avoid asking questions like “Can you see this?” They should rather say “Tell me what you see here.”
• Never ask LWA to share text books because they need to bring books closer to their eyes for better view, if they are sharing with other learners there is a risk of them pretending they see just to accommodate other learners they are sharing the book with.
• Involve them in daily classroom chores and assign some leadership roles to them, in that way they will feel they are part of the group. Vaughn et al. (2000) maintain that it is important that learners with special needs get ample opportunities to display their strengths; in so doing they get a chance to be the helper instead of always being helped.
• Apply early in the year for time extension through the Department of Education for LWA who will be writing their national matric examinations that year.
• Allow LWA to wear their hats even indoors to protect their eyes.
• Organise activities in school to sensitise other learners about albinism. It is also recommended that LWA are invited to take part in those activities or share ideas, this will ensure that the LWA will not be offended by any of those activities.
• Form a learner support team that will ensure constant contact with the LWA and class teacher to check if they need any further interventions.
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5.4.3 Discrimination and prejudice
Teachers can boost self-esteem in LWA and eliminate discrimination against them by:
• Giving them information about different support groups for people with albinism and organisations like Albinism Society of South Africa (ASSA).
• Arranging pre-visits by the LWA to the school they are to be enrolled in the following year for orientation to minimise anxiety. This will also prepare teachers in that school.
• Encouraging albinism activists to address communities about issues of labelling, discrimination and demystifying the myths.
• Encouraging family members to be supportive and build up a strong support structure for them.
Implementation of the above recommendations will exempt pressure in LWA to even exercise their navigation strategies.LWA can not only rely on what the teachers, parents and other stake holders can do for them, they also need to actively involve themselves and take action in the eradication of misconceptions about albinism.
5.4.4 Taking self-actualised action LWA should:
• Start or take part in awareness campaigns that educate their communities about albinism. In a study by Pooe-Moyemore (2007) findings established that such
campaigns have a huge positive impact on attitudes of the community to people with albinism.
• Enter competitions such as the one that was open to grade 11 and 12 learners which was in the Sowetan Newspaper (2007), sponsored by Developmental Bank of Southern Africa, Albinism Society of South Africa and the Department of Health where learners write essays that are aimed at raising awareness and crushing out myths and superstitions about albinism.
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• Follow the lead of other activists with albinism using modern technology to form support groups. One LWA in a study by Wan (2003) created a website relating historical facts about people with albinism and answered questions from other children with albinism, many children benefit from this site.