AN ASSESSMENT OF CLASSROOM ACCOMMODATION STRATEGIES FOR STUDENTS WITH VISUAL IMPAIRMENT IN SECONDARY SCHOOLS IN PANKSHIN LOCAL GOVERNMENT AREA, PLATEAU STATE
Keywords:
Visual Impairment, Classroom Accommodation, Inclusive Education, Teacher Knowledge, Special EducationAbstract
Accommodation is a key and vital aspect of educating students with visual impairment in an inclusive education setting. This study therefore classroom accommodation strategies for students with visual impairment in secondary schools in Pankshin Local Government Area, Plateau State. The primary focus of the study was to evaluating instructors' knowledge and practice of accommodations as well as the impact of professionalism, experience, and in-service training. Descriptive survey research design was used. Two research questions guided the study and three null hypotheses were tested at 0.05 level of significance. Data were obtained from a sample of 384 instructors using the Questionnaire on instructors' Accommodation Strategies for Visual Impairment Assessment Scale (QTASVIAS, r = .81), and analyzed using descriptive statistics, ANOVA, and t-tests. The findings showed a moderate level of general knowledge (Mean=2.45) but infrequent use of accommodations (Mean=1.92). Years of teaching experience did not significantly affect practice (F(2,378)=0.100, p=.904). Teachers with in-service training (t(378)=24.28, p=.000) and those with special education certification (t(148)=26.47, p=.000) showed substantial differences, with those with special education certificate faring better. The study comes to the conclusion that specific training and certification, rather than generic experience, are necessary for effective practice. Mandatory, hands-on in-service training, certification incentives, and the creation of well-equipped resource centers are among the recommendations.References
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