An exploratory Study of Learning Support Structures for Learners with Visual Impairments in the Gauteng Province, South Africa.

Abstract

In the study reported on here, a qualitative research methodology was used to collect data through semi-structured face-face interviews with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated into mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced and teacher support reviewed when it involves the parents of visually impaired learners in their children’s schooling. The sampling of the study was made up of one principal, three (3) HoDs and four SBST members in one school. The ethical considerations were discussed to avoid unethical and non-trustworthy issues. The face-to-face semi-structured interviews were conducted and also focus group discussion was conducted on SBST members who were schoolteachers and school management teams. Transcriptions of audio-recorded both face-to-face semi-structured interviews and group discussions or interviews were checked by both researcher and interviewees to ensure trustworthiness of the study. The presentation, analysis and discussion of findings were done. 4 Themes were discussed by supporting and arguing the key findings in line with research questions The conclusions, recommendations, implications and limitation were also done with use of key findings from themes against literature reviews and theoretical framework as well as research questions and objectives of the study.