ADAPTIVE ASSESSMENT TECHNIQUES USED BY TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENT AT PRIMARY LEVEL

Abstract

The study aimed to determine the adaptive assessment techniques used by teachers of students with visual impairment at primary level. Objectives of the study were; to ascertain the adaptive assessment techniques used by teachers for blind students; to figure out the adaptive assessment techniques used by teachers for low vision students; and to pinpoint the technological tools used by the teachers for the assessment of students with visual impairment. Data for the study were gathered using a survey method, and the research was descriptive in nature. A sample of 50 teachers of students with visual impairment for this investigation was chosen using a simple random sampling method. The researcher created a questionnaire containing 21 statements as a research instrument to get the subjects' perspectives. With the approval of the schools' principal, the researcher visited the special education schools with fifty copies of the research instrument in hand. The researcher personally distributed the surveys and provided directions on how to complete them. Back at the site, all the questionnaires were gathered. The researcher analysed the data using frequency and percentage. The study's findings revealed that almost all of the respondents agreed that testing blind pupils' fine and gross motor skills would help them become better readers. The majority of blind pupils' academic performance was evaluated verbally, and
their sensory abilities were upgraded to increase their tactile proficiency. The blind students were permitted to assist the scribe (writer) in attempting a paper. Large print for simple reading, front seating for low vision students to improve listening and comprehension, additional lighting for effective use of vision for reading and writing, and color/contrast material were just a few of the adaptive assessment strategies used by teachers for low vision students. The study looked into the technology resources that teachers were using to evaluate children with visual impairments. The Perkin Brailler was used to provide Braille print for the evaluation of blind students, according to a significant portion of the respondents. Many of the respondents believed that the embossed print provided by the slate and stylus was used to evaluate blind students. Nearly all of the respondents opined that tactile materials, such as tactile books, models, and other items, are utilised to evaluate blind students' conceptual knowledge.