Abstract
In Tanzania, many children do not master basic reading skills even after a number of years of school. One of the causes of failure in children’s learning to read is impaired vision. Intact visual capacity is an important prerequisite for print reading as well as learning in general. However, countries that do not have mandatory vision screening for children place children at risk of their visual needs not being met. There is evidence to show that teachers can be effective vision screeners. And teachers are ideally placed to intervene with vision-guided educational practices to improve children’s reading and learning. As part of the project Securing education for children in Tanzania, we conducted a blended learning course for 30 teachers and college faculty over the course of two consecutive years, (15 each year). The course participants attended a unique 30-credit post bachelor’s degree Continuing Professional Development (CPD) course called Vision for reading and learning. This course was arranged by the Western Norway University of Applied Sciences with the Patandi Teachers’ College of Special Needs Education, Tanzania, and the University of Applied Sciences, Koblenz, Germany. Through an innovative combination of content and teaching strategies, the goals of the course were to improve knowledge and skills in the area of visual development, to learn skills of vision screening and vision intervention as well as to raise awareness about the relationship between vision and learning. The course success was evaluated on the basis of academic results at the end of the course and on a questionnaire answered by course participants about the usefulness of knowledge and skills learnt and their applicability in real life. The results showed that teachers can, with training, become successful vision screeners and interveners and that a higher education blended learning course is a potential tool for future training in this area.
Highlights
As a rule, teachers are educated in vision competencies with a view to providing special needs teaching to children who are blind or have low vision
The results showed that teachers can, with training, become successful vision screeners and interveners and that a higher education blended learning course is a potential tool for future training in this area
One former teacher has been dispatched to work for an international agency to do vision assessments in remote areas of Tanzania
Summary
Teachers are educated in vision competencies with a view to providing special needs teaching to children who are blind or have low vision. In this paper we focus on selected elements from the core of the project, the Continuous Professional Development (CPD) Course Vision for reading and learning. The purpose of the CPD course was to give teachers new skills and develop their critical thinking, professional planning and practice (Grieve & McGinley, 2010). It was organized as a blended-learning course which consists of internet based learning and face-to-face elements at Patandi College. The second 15 credits gave an introduction into the foundations of vision teaching methods concerning education and stimulation of children with vision problems (Lane, 2005). Theories and methods on designing a visual environment conducive to learning and networking with other professionals, such as vision and eye health professionals were presented
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