Unit 4 Gender responsive and inclusive pedagogy

7.1. Learners with visual difficulties

Visual difficulties or visual impairment refers to the loss of vision, whether total (blindness) or partial (low vision). Visual difficulty can be any problem in vision that can cause one to see less, inability of the eye or brain or both to visualize things in the normal way. Visual impairment may affect a learner's ability to access information, move independently, communicate, and participate fully in educational activities.

Characteristics of learners with visual difficulties

The characteristics of learners with visual impairment vary depending on the degree of vision loss, age of onset, and availability of support services. Generally, learners with visual difficulties are characterized by different behaviors including: Problems reading the notes, charts, maps from the chalkboard or scanning information quickly; discomfort and fatigue; avoiding tasks and activities that require good vision; tendency to seat next to the teacher at the front; reading by putting books close to the eyes; sitting too close to the TV or holding toys and books too close to the face (Korir, 2015). These learners often depend more on hearing, touch, and movement to gather information and understand concepts. Learners often rely heavily on verbal explanations and auditory cues to understand their environment and lessons. Many learners with visual impairment develop strong listening skills and auditory memory. Challenges in observing social behaviors may affect peer relationships and participation in social activities.

Strategies for teaching learners with visual difficulties

Learners with visual impairment have the same intellectual capacity as their sighted peers but access information differently. Their learning depends heavily on auditory, tactile, and experiential methods. Effective teaching requires accessible learning materials, clear verbal instruction, tactile resources, assistive technologies, mobility support, and inclusive classroom practices. By creating a supportive and accessible learning environment, teachers can enable learners with visual impairment to participate fully and achieve academic success. Teachers can do the following to help learners with visual difficulties:

• Use verbal explanations effectively: Describe everything that is written on the board, explain visual materials verbally, use precise and descriptive language, read aloud important information. Example: Instead of saying, "Look at this diagram," explain each part of the diagram verbally.
• Effective communication: Teachers should speak to the class when they enter and leave the room so that learners with visual impairment know what is happening.
• Provide learning materials in accessible formats: Braille textbooks and notes, large-print materials, audio recordings, digital documents compatible with screen readers.  Example: Provide lesson notes in braille or electronic format before class.
• Use tactile teaching materials: Raised maps and diagrams, three-dimensional models, real objects and specimens and tactile graphics. Example: When teaching geography, use raised-relief maps that learners can explore by touch.
• Adapt classroom organization: Keep furniture in fixed positions, remove obstacles from walkways, ensure safe movement around the classroom, inform learners about changes in classroom arrangements. Example: Notify learners whenever desks or materials are relocated.
• Make sitting arrangements: For learners with some visual difficulties, it is important that they sit in a position in the classroom where they can see the board as clearly as possible.
• Provide orientation and mobility support: Familiarize learners with classroom layouts, teach routes within the school environment, encourage independent navigation where possible. When a learner with visual impairment starts in a new school orients them to where the main facilities and obstacles are, and where to find the learning materials. Example: Guide learners through the classroom and school before the start of the term.
• Use assistive technology: Integrate tools like screen readers, braille displays, braille note-takers, text-to- speech software, magnification software, audio books, talking calculators and tactile graphics to support learning. Example: Allow learners to use screen-reading software during computer lessons.
• Allow additional time: Provide extra time for reading and writing tasks, extend examination time where necessary, reduce unnecessary time pressure. Example: Permit additional time for braille reading during assessments.
• Promote peer support and inclusion: Encourage cooperative learning, pair learners with supportive classmates, facilitate inclusive group activities.  Example: Assign peers to assist with locating materials during practical activities.
• Teach through multiple senses: Combine auditory, tactile, verbal, and kinesthetic methods; use songs, discussions, role plays, and physical demonstrations.  Example: When teaching shapes, allow learners to feel physical models while discussing their properties.
• Scaffold learning: Provide support and guidance as needed, gradually reducing assistance as students become more independent.
• Always use names when addressing students: because students with visual impairment cannot rely on visual cues to know who the teacher is speaking to. When a teacher says, for example, “John, answer question one,” instead of simply saying “Answer question one,” the learner immediately knows that the instruction is directed to them. This reduces confusion, prevents unnecessary waiting or anxiety, and ensures active participation in learning activities. By consistently using names, the teacher ensures that learners with visual impairment are fully part of classroom interactions in the same way as their peers, rather than being unintentionally overlooked. This practice supports independence, confidence, and equal participation in learning.
• Foster a respectful and understanding environment: Create a classroom culture where students with visual impairments feel safe and included.
• Encourage independence: Allow learners to perform tasks independently whenever possible, teach self-advocacy skills, avoid excessive assistance.  Example: Encourage learners to organize their own materials and navigate familiar environments independently.
• Adapt assessment methods: Use oral examinations when appropriate, provide braille or large-print test papers, allow the use of assistive devices during assessments.  Example: Administer assessments in accessible formats that measure knowledge rather than visual ability.
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