Teachers’ Awareness, Competencies and Training Needs for Coping with Reading Challenges of Children with Low Vision in Regular Primary Classrooms

Abstract

Reading proficiency is a prerequisite for the normal functioning of every child. The processes of learning to read have been observed to be the same for all children. However, children with low vision experience peculiar reading problems and thus require special assistance. Teachers who are effective in teaching children with low vision understand their reading problems and instructional approaches that enhance their reading competence. This study aims at determining the areas regular classroom teachers require training in order to cope with the reading problems of children with low vision in primary schools. The sample consists of 169 primary school teachers purposively sampled from three states in Nigeria, namely Enugu, Kaduna and Lago. An Interview Schedule and a questionnaire were developed, validated and used for data collection. The questionnaire data were analyzed using percentages, mean and standard deviations, while the data gathered through interview were qualitatively analyzed. The results show that most of the teachers do not possess the relevant pedagogical competencies necessary for effective teaching of reading to children with low vision. It was recommended that the teachers require training on the relevant competencies necessary for effective teaching and learning of reading by such children.