Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired

International Journal of Progressive Education, cilt.18, sa.1, ss.128-146, 2022 (Hakemli Dergi)

This study aims to determine the teaching experiences of science teachers working in schools for the

visually impaired. In this context, the instructional arrangements made by the teachers for students

with visual impairment in science lessons and the issues they had difficulties with were determined,

and suggestions were offered for the effective and efficient implementation of science lessons. A

phenomenological design was used in the study, and a sample consisting of 12 science teachers was

formed. The interview form was used as the data collection tool, and content analysis was applied to

analyse the data obtained. At the end of the research, five themes emerged: lesson plan, material,

content presentation, teaching environment, and evaluation. It was determined those science teachers

working in schools for the visually impaired made various instructional arrangements for students with

visual impairment. In addition, it was determined that teachers had different problems within the

framework of these five themes. Thus, some solutions were put forward to overcome these problems

and conduct more effective and efficient science lessons. The results obtained were discussed within

the scope of the relevant literature, and recommendations were given.