Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators

Abstract

Introduction: Science education for students with visual impairment requires an inclusive education system. Understanding the science learning process of these students and determining their problems and needs in education constitute the basis of inclusive education. Therefore, it is crucial to evaluate the teaching strategies and material choices of science teachers to create an effective and accessible learning environment. School administrators are also decisive in providing support and resources, developing teachers and meeting the needs of this process. Therefore, this study aimed to examine the opinions of science teachers and school administrators working in secondary schools for the visually impaired about the difficulties encountered by students with visual impairment in science education and solution suggestions. Method: The present study was designed with case study, one of the qualitative research designs. The study group consisted of 24 participants, including 14 science teachers and 10 school administrators working in secondary schools for the visually impaired in Türkiye in the 2022-2023 academic year. The data were obtained through a semi-structured interview technique. Content analysis was used to analyse the data. Findings: The findings showed that the content of the curriculum was prepared intensively, the course duration was insufficient and the acquisitions were too many, teaching materials for many senses should be prepared and there were printing errors in the textbooks. It was determined that students had difficulties arising from the reader in the measurement and evaluation process. Discussion: The findings obtained in this study suggest that there are needs in providing science education for students with visual impairment. In the teaching of science course, the problems arising from the visual problems of students affected by visual impairment make it difficult for them to have the same opportunities as their peers with normal development. Thus, there is a need to determine the special needs of the students and make educational arrangements for their disability levels.