According to Hallahan, Kauffman and Pullen (2012:37), making adaptations and providing accommodations are the strategies that schools use to include learners with disabilities in the general education classroom. English (2011:304) states that adaptations should be made to the instruction and the classroom environment. This is because, as Smith et al. (2008:324) state, some classroom adjustments will assist
to improve the quality of visually-impaired learners’ education. Asrat (2013:61) believes that it is the classroom teacher’s responsibility to adapt the learning environment and implement instructional adaptations. However, they must have the knowledge and skills to make these adaptations to meet the educational needs of the individual learners. For any kind of adaptations made, however, as Smith et al., (2008:543) recommend, care must be given since when there is too much adaptation learners may feel they have brought almost nothing to the classroom and they may lose their “self-esteem”.
3.3.3.1 Learning environment adaptations
According to Pollaway and Patton (1997:64-66), the learning environment is a crucial factor in teaching and learning. Hence, it has to be flexible so that learners can benefit from it specially to meet their learning needs. The learning environment should facilitate learning in such a way that the physical setting is welcoming and the seating arrangements are comfortable. Wormnaes (2006:51) states that the decor of classrooms and the availability of light have an impact on the learning of visually- impaired learners. Assefa (2008:15) indicates that a good learning environment has facilities such as sound facilities, sockets for audio-recorders, light, and toilet facilities.
Adaptations have to be made to the seating arrangements and classroom equipment such as lighting and sound transmission systems. The classroom where visually- impaired learners learn with other learners must fulfill certain things including free walkways and extra space for putting their learning materials. There should not be obstacles which can prevent visually-impaired learners’ movement. Teachers should also describe the classrooms to the learners and let them know how to exit during emergencies. Teachers are expected to clarify to the learners and give responsibilities to sighted learners to assist them. However, unnecessary attention should not be given by sighted learners to visually-impaired learners since they may feel overprotected and develop over-dependence (English, 2011:304; Mastropieri & Scruggs, 2010:95). Unfortunately, a study by Anto (2004:24) on the educational challenges of integrated blind learners found that the overall classroom setting and school compound seem to be uncomfortable for visually-impaired learners.
Westwood (2011:40) states that teachers should include visually-impaired learners in group activities. In addition, Mariga, McConkey and Myezwa (2014:117) maintain that the teachers should organise the classroom in such a way that it treats all learners equally. Hence, in planning to organise the classroom, teachers have to take the following factors into account:
Children with special needs should sit close to the teacher and the chalkboard. The child can then see and hear the teacher better and the teacher can more easily check their work and control their behaviour.
Teachers should stand in the brightest part of the room so that all pupils can see them more easily.
The room should be arranged so that children can move freely, especially if some have visual problems or use mobility aids.
Any dangerous materials and equipment should be kept in a cupboard or on a high shelf.
The children’s desks can be arranged in groups so that those of the same ability can work together.
If space permits, an area of the classroom should be set aside so that the teachers can work with certain children on a one-to-one basis or in small groups for short periods; this area could be screened off using a moveable screen to reduce distractions for the children.
A variety of activities should be provided which children can use if they have completed their work ahead of others. This could include a small library of books, worksheets and games.
Charts and posters should be displayed at children’s eye-level rather than high up on the walls. They should use large writing, pictures and symbols so that these are easily seen and understood by all children. Different textures could be added for touching to help children with visual problems.
Some learning is better done outside of classrooms. Using money to buy food can be done by means of roleplay in the classroom but it is even better if children
with special needs have the opportunity to practise in real settings. Likewise, lessons about plants and animals could be done in the school grounds or neighbouring farms.
Children with visual and hearing problems may find it more difficult to learn if classes are held out-of-doors. Schools may have to arrange for teachers to have suitable rooms if they have such children in their class particularly when they are just starting school.
Smith et al. (2008:325) and English (2011:305) have forwarded some suggestions on how the classroom adaptations for visually-impaired learners to be made. They say that tables should be large enough to put the learners’ things on and write Braille but not too large or too small. There should be enough storage area for their learning materials during classroom sessions. A clock orientation approach is also good for the visually-impaired learners to better know their classroom. For instance, the front of the classroom is 12 o’clock, teacher’s desk is 3 o’clock, reading table is 6 o’clock and storage area for their bags and coats is 9 o’clock. Visually-impaired learners should not be ordered to sit around windows because the light coming through them may hamper their reading, but, if the learners want extra light, they should be allowed to sit there. Letting the learners explore the classroom is also another opportunity to the learners to adapt the classroom. In addition, teachers should wait until noise disturbance calms down.
3.3.3.2 Instructional adaptations
Instructional adaptations are important to satisfy the individual needs of learners. They should be modified according to their educational needs. English (2011:306) say that instructional adaptations could vary based on learners’ needs and abilities. Therefore, other professionals in the field of special education should help the general classroom teachers in modifying the instruction. They add that visually- impaired learners require directions from specialists on how to use low-vision aids and how to read and write Braille. Some learners may also need special materials while others may use the existing materials, but, English (2011:304) argues that some sensory-impaired learners, including visually-impaired learners, may need special treatment by speech-language pathologists, adapted physical education teachers, and vocational rehabilitation counselors.
Mastropieri and Scruggs (2010:6) and English (2011:306-309) provide some pointers for teachers to consider when making instructional adaptations for inclusive classrooms. They state that teachers should only adapt the instruction only if necessary. More importantly, they should work with specialists. Teachers should give enough time to the visually-impaired learners to work their reading assignments. When teaching, teachers should use descriptive language and say aloud what they have written on boards. Teachers should not use vague words such as over here, this and that. They should also use large print and make materials visible. It is also important to tape-record materials and assignments for learners, but this demands that teachers should familiarise themselves with the equipment used by the learners. Additionally, Salisbury (2008:22) and Bishop (1996:151-152) indicate that learning materials should be adapted. The font size of the texts, colouring the words, making space between words and increasing contrast should be taken into consideration. Some learners may need big size fonts and others may need small size fonts. This can be done using a photocopier but learners’ preferences should be noted. Teachers should write in the same manner when writing notes on boards. However, these adaptations depend on the type of visual impairments the learners have. Hence, the classroom teacher should consult a specialist. Some of the adaptations to the resources such as preparing tactile resources, as Salisbury (2008:19) states, require extra time. Therefore, a staff member should be assigned to facilitate the adaptations. However, a study by Knouwds (2010:112) found that teachers generally do not adapt teaching methods to include visually-impaired learners in the classrooms. Similarly, Demetros (2007:viii) found that teachers do not employ teaching strategies to include visually-impaired learners due to lack of training, large class sizes, heavy teaching loads, and limited classroom space.