A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase

Abstract

In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.