Abstract:

Rule 6 of the UN standard rules on the equalization of opportunities for persons with disabilities affirms the equal right of children... with disabilities to education which is recommended to be provided in integrated settings and in the general school setting. (NPE, 2004) For the students with visual impairment (SVI) to enjoy inclusion, adapted teaching strategies should be used to teach basic science in mainstream classes with SVI. Nigerian Government indicated the readiness to invest in necessary equipment and materials that will make all subjects accessible to the SVI for them to achieve their life ambition and thus contribute to the development of their Nation. Equipment alone cannot bring about inclusion of SVI in Basic Science classrooms but appropriate strategies need to be used by the teachers.
This research explores the level of inclusion enjoyed by students with visual impairment (those who learn with other sense organs except vision). A case study research design was used to find out the teaching strategies used by the Basic Science teachers in three purposively selected junior secondary schools in Nigeria. Five Basic Science lessons were observed in classes where SVI are taught alongside the sighted students. This was followed up with semi-structured interview with the Basic Science teachers. The strategies are however reviewed with the current strategies of teaching science to SVI globally. The result indicated that the students with visual impairment (SVI) are taught like the sighted often been ignored in the class except in one school where concrete object was provided by the teacher for the SVI to explore during a lesson out of the five lessons I observed. Globally Nigeria has a long way to go in implementing inclusion of SVI as recommended in the National policy on Education. The strategies in use are not activity based, that can challenge and develop inquiry skills which should nurture development of scientific attitudes. They are teacher centred, mostly delivered like lectures. No consideration for opportunity for SVI to access graphics and other visual materials that dominates Basic Science curriculum. Recommendations were made to the Government (Federal Ministry of Education), Universal Basic Education Commission (UBE) and proprietors of private schools, to organise in-service training for the basic science teachers on new strategies of teaching Basic Science especially to the SVI. Suggestions were also made to the teacher training institutions to incorporate new strategies of teaching Basic Science to SVI in the general education curriculum to make their products relevant after graduation. Schools should organise training for their teachers on specific duties expected from them when employed to enable full inclusion of the SVI in Basic Science as enshrined in the Nigeria National Policy on Education, thereby fulfilling the UN rules on equal educational opportunities for person with disabilities.

Keywords:

Visual impairment, Basic Science, Strategies, Curriculum.