.:African Journal:.

African Perspectives of Research in Teaching and Learning

Print ISSN :2521-0262
Online ISSN:2662-012x
Published by University of Limpopo,
Centre for Academic Excellence (CAE)

African Perspectives of Research in Teaching and Learning

Print ISSN :2521-0262
Online ISSN:2662-012x
Published by University of Limpopo,
Centre for Academic Excellence (CAE)

Serero et al (273-288)

Back...

Teaching Visually Impaired Learners through ICTs: Lessons from Teachers’ Perceptions in a Full-Service School

Pule Serero

Department of Post Graduate Studies in Education, Faculty of Humanities, Central University of Technology, Welkom, Free State Province, South Africa

ORCID: https://orcid.org/0009-0002-8313-0830

Thembi Phala

Department of Early Childhood Education, College of Education, University of South Africa, Pretoria, Gauteng Province, South Africa

ORCID: https://orcid.org/0000-0002-0111-5331

Dikeledi Mahlo

Department of Inclusive Education, College of Education, University of South Africa, Pretoria, Gauteng Province, South Africa

ORCID: https://orcid.org/0000-0002-1793-4382

Abstract

An international shift towards inclusivity has prompted the use of Information Communication Technologies (ICTs) to teach Visually Impaired Learners (VILs) accommodated in Full-Service Schools (FSSs). This paper explores teachers’ perceptions of using ICTs to teach VILs in a Full-Service School (FSS). The study adopted a qualitative case study design while nested within the interpretive paradigm. Focus group interviews, observations and document analysis were triangulated to collect data. Purposive sampling was conducted to identify suitable teachers, and subsequently, four focus groups consisting of five teachers (20 in total) each were conducted. Generated data were analysed thematically. Despite the positive perceptions towards using ICTs to teach VILs, teachers experience challenges when using ICTs to teach VILs. We recommend that the school procure adequate and various ICTs used to teach VILs.

Keywords: Information Communication Technologies; Visually Impaired Learners; Full-Service School; Inclusive Education.

How to cite this article: Serero, P., Phala, T., & Mahlo, D. (2025). Navigating between curriculum and sociocultural contestation: Teaching sexual diversity in Namibian life skills classrooms. African Perspectives of Research in Teaching and Learning, 9(2), 273–288.

DOI: https://doi.org/10.70875/v9i2article10