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oapen-20.500.12657-487502021-05-27T14:19:35Z Teaching Learners with Visual Impairment Sefotho, Maximus Monaheng Ferreira, Ronél Du Plessis, Anna-Barbara Erwee, Juan Heard, Ann Mokgolodi, Hildah Ramaahlo, Maria Ubisi, Lindokuhle Viljoen, Hestelle Sefotho, Maximus Monaheng Ferreira, Ronél Blind learners Disability Inclusive education Low vision learners Vision impairment Inclusion Teaching bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSC Teaching of physically disabled students 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. 2021-05-18T15:54:26Z 2021-05-18T15:54:26Z 2020 book ONIX_20210518_9781928523819_56 2710-0979 9781928523796 9781928523802 https://library.oapen.org/handle/20.500.12657/48750 eng Opening Eyes application/pdf Attribution-NonCommercial-ShareAlike 4.0 International 9781928523819.pdf https://books.aosis.co.za/index.php/ob/catalog/book/191 AOSIS 10.4102/aosis.2020.BK191 10.4102/aosis.2020.BK191 d7387d49-5f5c-4cd8-8640-ed0a752627b7 a869c2be-5bac-45b6-8178-4777ce39c2c4 9781928523796 9781928523802 2 420 Durbanville [grantnumber unknown] University of Pretoria Universiteit van Pretoria open access
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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.
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