Teaching mobility and orientation
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Date
2023
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UMT Lahore
Abstract
Quantitative method of study was conducted to investigate orientation and mobility challenges faced by students with VI and teachers in private and public schools, focusing on demographic variables. The study aimed to compare the challenges faced by students and teachers, as well as explore the relationship between these challenges. The objectives of study were exploring challenges faced by teachers and students regarding mobility and orientation in terms of demographic variables, comparing the challenges faced by teachers and students with VI in public and private schools regarding mobility and orientation, investigating relationships of challenges faced by students and teachers regarding orientation and mobility. The researcher used two self-constructed instruments with .938 and .920 Cronbach alpha value. These both tools were personally constructed with the help of literature and field experience. The study was conducted in Lahore. A sample of 200 students with VI and 70 teachers of students with VI were selected through convenient sampling, from the public and private academic institutes dealing with students with VI. The data was analyzed by SPSS software. In SPSS the frequency, percentage, t-test, ANOVA and correlation were run and interpreted in finding.
The findings were based on a sample of participants from special academic institutions, including male and female students from different age groups and education levels. The study also considered the sector (public or private) and demographic factors such as family system, visual impairment level, and age of onset. Key findings revealed significant differences in challenges related to mobility and orientation based on gender, sector, family system, visual impairment level, and age. Male students performed better than female students in mobility and orientation, while students from joint families faced more challenges compared to those from nuclear families. Furthermore, low vision students reported more challenges in mobility compared to blind students. Among teachers, female teachers faced more challenges in mobility, and those with the designations of junior special education teacher (JSET) and senior special education teacher (SSET) encountered more challenges in mobility. Teachers with less experience reported more challenges in mobility and orientation.
These findings underscore the need for targeted interventions, individualized support, and ongoing professional development for both students and teachers. By addressing these challenges, educational institutions can create inclusive environments that enhance the educational experience and social inclusion of visually impaired individuals.