Masters Degree Dissertations

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Browsing Masters Degree Dissertations by Subject "Low vision"

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    Information and Communication Technology (ICT): it’s use in teaching students with low vision in secondary
    (Kyambogo University, 2021-05) Mukhwana, Michael
    The advancement in technology has revolved the teaching process world over making ICT one of the essential pedagogical tools for enhancing teaching for ‘All’. There has been a gap between ICT as a subject and integrating adapted ICT resources as a pedagogical tool to enhance teaching across all disciplines for Students with Low Vision (SWLV). This study, therefore, examined the use of ICT in teaching SWLV in Secondary Schools in Mukono District, Uganda. The study was guided by objectives, namely; the nature of ICT resources; teacher preparation in ICT and the use of ICT in teaching SWLV. The study was guided by Human Activity Assistive Technology (HAAT) model as a theoretical framework to try and understand how ICT resources are used in teaching SWLV. A case study design of the qualitative approach was used. The target population for this study was the Secondary Schools teachers and SWLV who were purposefully selected to participate. The semi-structured interviews and observation methods were utilized in collecting the data. The data obtained were thematically analysed to derive meaning from them. The findings revealed that Secondary Schools barely had low-tech ICT resources while high-tech ICT resources were available but inadequate. The teachers had generic basic informal ICT training without specific training in adapting and integrating ICT resources in teaching SWLV while ICT is minimally utilized during the teaching process while science-based subjects were challenging to use ICT resources as a teaching tool and the biggest obstacle towards adapting ICT resources to teach SWLV is lack of sufficient specific training. The study concluded that schools had inadequate appropriate ICT resources for teaching SWLV; teachers were not adequately prepared to use ICT as a pedagogical tool while the level of ICT integration in teaching remains at an initial stage in Secondary Schools. The study, therefore, recommends that more appropriate ICT resources for SWLV be made available in Secondary Schools by the Ministry of Education and Sports (MoES) and other stakeholders. In addition, more in-service and preservice training opportunities for teachers in adapting and integrating ICT to teach SWLV should be accorded while collaborative practice between Secondary Schools should be encouraged.
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    Teachers' competencies in conducting functional low vision assessment of learnersininclusive primary schools in Arua district
    (Kyambogo University(unpublished), 2019-10-30) Firuah, Agnes
    This study investigated the teachers ' competencies to conduct functional low vision assessment of learners in inclusive primary schools in Arua District, Uganda. It sought to explore the ways in which teachers conduct functional assessment of learners with low vision, to investigate the availability of tools used to conduct functional assessment, examine the social and psychological factors which influence functional assessment and to investigate other accessible sources of functional assessment. The study adopted the qualitative research approach with help of a descriptive research design. Purposive sampling was used to select participants and data were collected by use of interview schedules and observation schedules from 25 participants consisting of Education Officer, teachers' parents and learners with low vision in the three selected primary schools and analyzed by use of thematic content analysis. Analysis of data was done by use of the thematic analysis method whereby participants' responses were categorized in themes and subthemes. The findings revealed that; teachers were not competent enough to conduct functional assessment of learners with low vision in inclusive schools. Most schools did not have tools for conducting functional assessment of learners with low vision, there was low teachers -pupil ration, in adequate ways to conduct functional assessment by teachers, and unassessed admission of learners with low vision. It was concluded that teachers ' carryout functional assessment using preparation of assessment tools and that the E-chart was the most popular assessment tool used. It was further concluded that familiarization with the learner was the main social and psychological factor that influences assessment of learners and that Arua hospital was the major place for functional assessment. It is recommended that, the government of Uganda should consider refresher courses to teachers who are teaching learners with low vision on how to conduct functional assessment, should provide tools to conduct functional assessment, should enhance training of more special needs teachers, should motivation teachers in inclusive schools, and should conduct regular supervision and monitoring programmes for functional assessment. The findings will help to assist the policy makers, educators and the whole community to improve on conducting functional assessment of learnei·s with low vision in inclusive schools. Lastly, this study recommend the following areas for further research; challenges encountered by teachers in conducting functional assessment of learners with low vision in inclusive schools, and the parental influence in conducting functional assessment of learners with low vision in inclusive schools.
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    The teaching of mathematics to students with low vision at Iganga secondary school in Iganga district in Uganda
    (Kyambogo University [Unpublished work], 2018-12) Bugohe, Peter
    The purpose of the study was to investigate "The Teaching of Mathematics to Students with Low Vision at Iganga Secondary School." The objectives of the study included the strategies teachers use in teaching mathematics, challenges experienced by teachers in teaching mathematics and support provided to teachers by the school in teaching mathematics to students with low vision in secondary schools in Iganga District. The study was based on qualitative approach. The target population included Head teacher, Teachers and Students with Low Vision at Iganga Secondary School totaling to about 100. The sample of the study included 1 Head Teacher, 5 Teachers and 9 Students with Low vision. Purposive sampling techniques were used to determine participants. The instruments for data collection were semistructured interviews. A pilot study was conducted to test the validity and reliability of the study instruments. The use of group work, use of summarized mathematics handouts, provision of extra time and observing proper sitting positions of students with low vision during instructional process were the major findings on objective one of the study. The fear of mathematics by students with low vision, negative attitudes towards students with low vision, lack of adapted teaching materials, failure to provide large print graph papers by UNEB and difficulty in teaching some topics in mathematics such as Construction, Bearing, Trigonometry and Further vectors, were the main findings on objective two. Involvement of external examiners, provision of teaching facilities, facilitation of teachers to attend external workshops and seminars on mathematics and sharing of ideas during mathematics club activities within the school were the major findings on objective three. According to the findings on objective one, the conclusion is that, there is need to explore more strategies suitable in the teaching of mathematics to students with low vision in secondary schools. The conclusion on objective two is that, there is need to train mathematics teachers in secondary schools on the problem solving skills in regard to managing students with low vision in order to overcome any possible challenge encountered. Basing on the findings on objective three, the support given to teachers by the school in the teaching of mathematics to students with low vision in secondary schools is inadequate. The general conclusion of the study focuses on the use of multi-disciplinary approach as fundamental in improving the teaching of mathematics to students with low vision in secondary schools. The recommendations of the study among others were as follow; Government should enact a policy to guide teachers in the teaching of mathematics to students with low vision in secondary schools, Secondary schools should ensure mandatory assessment of students with low vision to establish their actual learning needs as a basis for determining appropriate interventions, there is need to sensitize all stakeholders on reasonable accommodations for students with low vision in mathematics in secondary schools, Secondary schools should provide adequate support to teachers to enable them effectively teach mathematics to students with low vision.