Teaching literacy as an area of learning is a compulsory and one of the most complex areas of learning that every grade R teacher should undertake in the foundation phase of schooling. It was in this context that this study explored in-service teachers' knowledge of using braille and skills in teaching literacy to visually impaired grade R students. The study was conducted in a school in Maseru, Lesotho and used a qualitative case study approach.
The study concluded that in-service teachers demonstrated limited knowledge of some of the domains of teaching literacy to Grade R learners who are visually impaired. My country through its National Manpower Development Secretariat for the financial support provided for the continuation of my studies for the duration of the course. It further discusses the place where the study was undertaken, the statement of the problem, and the purpose and rationale of the study.
The objectives of the study and the research questions that guided my investigation are also presented in this chapter, and the paradigm and approach underlying my research are discussed. Finally, definitions of the concepts used in the study and an overview of all chapters are presented.
Background of the study
Literacy………………………………………………………………………..1-2
They further explain that due to constant exposure to texts and written materials in a variety of settings, many young sighted children are able to learn to read and write before formal schooling. Instead, their literacy engagement is coordinated by teachers of the visually impaired (TVI), orientation and mobility (O & M) instructors, and parents (Massof, 2009). Louis Braille modified these codes into six cells with raised dots that form the letters e.
Many countries that were colonies of the British Empire used Standard English Braille (SEB), while the United States of America (US) used different codes before adopting the American Edition of English Braille. ICEB was formed by nine member states, with the Republic of South Africa being one of the members. This body focused primarily on setting standards for Braille in the English language and, as a result, Unified English Braille (UEB) was developed.
According to Clear-Vision Children's Braille Library (2013, p. 2), “Unified English Braille (UEB) took over twenty years to develop. MES will promote the integration of children with special educational needs/disabilities into the regular school system at all levels, to enable them to acquire appropriate life skills and education.
Geographical Features of Lesotho
According to the document titled "Training of Qualified Teachers on Special Educational Needs" (TQTSEN) (2011), people with disabilities in Lesotho were the responsibility of churches, individuals and non-governmental organizations (NGOs) before 1980. Csapo's report suggested that the Ministry of The Ministry of Education and Training (MoET) should provide pre-primary, intermediate and senior stage teachers with in-service training programs to equip them with the skills and techniques needed to deal with pupils with special educational needs (LSEN) as part of their basic teacher preparation programme. This was introduced both at the Lesotho College of Education (LCE) and the National University of Lesotho (NUL).
Many countries have advocated the inclusion of all children in mainstream school environments, and the Government of Lesotho was no exception in advocating inclusive education. As a result, the MoET introduced a one-year special education program at the Lesotho College of Education in 2009 to train and equip teachers with basic skills, strategies and techniques on how to deal with students with various disabilities in the three areas of specialization (visual). functional impairment [VI], hearing impairment [HI] and learning difficulties [LD]).
Lesotho’s Educational system
Location of the Study…………………………………………………………………….5-7
The boarding students who are visually impaired are from the four different geographical regions of the country. I felt compelled to explore in-service teachers' knowledge of using Braille to teach literacy to visually impaired Grade R students in order to gain comprehensive and in-depth understanding of the phenomenon. I even noticed that some of the teachers had no formal training in education and therefore lacked knowledge of literacy concepts and the method of teaching R students who are visually impaired.
They further point out that teachers of students with visual impairments should adapt activities to meet the students' needs. This section presents a discussion of the barriers to effective teaching and learning of literacy using Braille. Observations of real-life literacy teaching also helped me gain a deeper understanding of the respondents' knowledge of using braille to teach literacy to grade R visually impaired students.
What are some things a teacher should know when teaching students who are visually impaired. Three participants indicated that they preferred to learn the letters of the alphabet orally using Grade 1 Braille (Unstructured Braille). Data analysis means "the division of a whole into parts, for the purpose of study" (Bertram.
They ignored other learners who were asked to write letters of the alphabet and words or sentences. When the teacher summarized the lesson, the teacher asked the learners to say the letters of the alphabet and the dots that make up a named letter. Teacher Moleboheng: Ok, good people, let's say the letters of the alphabet and their meanings.
She took into account students' prior knowledge of the Braille letters of the alphabet by allowing students to sing the letters of the alphabet (A=a, B=but…Z=as). Teacher Tlhohonolofatso did not consider the students' prior knowledge of the letters of the alphabet during her teaching. Teacher Lefiso and Teacher Moleboheng were able to pick out specific letters of the alphabet during their lesson.
What do you think are some of the things a teacher should know when teaching literacy to Grade R students who are visually impaired.
Piloting of the Study
Statement of the Problem……………………………………………………………….8-9
Research questions
What knowledge do in-service braille teachers have for teaching literacy to blind and partially sighted students in Grade R. How do specialist teachers' knowledge of teaching literacy using Braille influence literacy teaching to blind and visually impaired pupils in Grade R.
Research Methodology
- Paradigm
- Research Approach……………………………………………………………12-13
- Sampling
- Data Generation Tools
- Interviews
- Observations………………………………………………………………...14-15
As a result, I was forced to continue with three participants in my attempt to gain an in-depth understanding of the knowledge they had in teaching literacy to visually impaired grade R students. Therefore, I decided to include the Class R in-service teachers purposefully because I considered them the potential holders of the necessary data for my study. Below is a brief discussion of each of the data tools that I used in my study to generate the empirical evidence.
I took into account the consistency of learning objectives, introduction, activities and learning methods used in teaching. I also looked closely at the format or layout of the lesson plans and whether they contained the main phases of the lesson, which are a beginning, middle and end. Smith and Throne (2010) state that the opening part of the lesson consists of a theme or topic, different objectives for the different abilities of the students in the class, and a short introduction to get the students' attention.
The middle part (body) of the lesson contains a variety of teaching methods and materials for different students. Finally, the conclusion of a lesson should be a brief review of the concepts and skills taught during the lesson.
Theoretical Framework
Definition of key concepts………………………………………………………………16-18
The students who had to write were asked to verbally pronounce the points of the letters of the alphabet and then they were allowed to write. She told the students the letters of the alphabet, which are mainly made up of dots. Finally, she involved her students in writing the letters of the alphabet and verbally naming body parts.
