This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment.

Copyright © 2020 Ronél Ferreira, Maximus M. Sefotho (Volume editor)

Teaching Learners with Visual Impairment is the second volume in a series of books focusing on research that aids in understanding and efficiently supporting learners with visual impairment. Contributing authors draw on a recent large-scale research project that was conducted with teachers and stakeholders in five of the nine provinces of South Africa, as well as on years of experience and case studies, to add to existing theory in the field of visual impairment. Throughout, authors propose best practices for this specialized field. The aim of opening the eyes and broadening the lens of scholars in this neglected field of study can ultimately strengthen equitable access to the world for learners with visual impairment. In this second volume of the Opening Eyes series, the focus falls on the teaching of learners with visual impairment, against the international drive to implement inclusive education more effectively in countries across the globe. As such, this volume aims to provide a repertoire of examples to apply specialized knowledge and teaching practices that are suitable for learners with visual impairment. Areas of discussion include school leadership, adaptation of teaching material and assessment practices, the use of assistive technology, and learner support practices. In addition, chapters are included on curriculum differentiation, the effective teaching of literacy and mathematics, and ways to support the healthy social development of learners. The ultimate aim of this volume is thus to highlight and provide the necessary knowledge and skills for the effective education of learners with visual impairment, focusing on learner-centered and pragmatic teaching strategies. As with all volumes in this series of books, contributing authors base their discussions on research and experience, providing examples that can be applied in international contexts, in support of optimal functioning of learners with visual impairment.