Inclusive science teaching-learning resources for visually-impaired students
Education is a means to bring social changes. It is fundamental right of a learner to access quality education irrespective of subject and learning ability. Traditionally, Science education has not been accessible to visually impaired students. It is injustice to visually impaired learners if they a...
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| Published in | Journal of Educational Sciences & Psychology Vol. 15 (76); no. 2; pp. 121 - 130 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
15.05.2025
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| Online Access | Get full text |
| ISSN | 2247-6377 2247-8558 |
| DOI | 10.51865/JESP.2025.1.11 |
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| Summary: | Education is a means to bring social changes. It is fundamental right of a learner to access quality education irrespective of subject and learning ability. Traditionally, Science education has not been accessible to visually impaired students. It is injustice to visually impaired learners if they are excluded from basic school science learning on the grounds of their ability. This paper sketches the notion of inclusion in science education at the school level, aimed at bringing visually impaired students into mainstream science education. The major focus is on the issues and concerns of democratizing school science curriculum for visually impaired students. It also encourages prospective science teachers to make science education accessible to visually impaired students using science teaching-learning resources. This could provide good assistance to science teachers in achieving the objectives of inclusive education |
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| ISSN: | 2247-6377 2247-8558 |
| DOI: | 10.51865/JESP.2025.1.11 |