Developing “Vision-for-Learning” Competencies among Teachers in Tanzania &amp;lt;br/&amp;gt;—An Innovative Higher Education Initiative

Felder, Marion; Wilhelmsen, Gunvor Birkeland; Schneiders, Katrin

doi:10.4236/ce.2021.121007

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…Instructors used methods such as lectures, demonstrations, hands-on learning, quizzes, presentations and joint analysis of case studies, role-taking, students’ feedback and discussions throughout the course (Felder et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

About the importance of vision screening by teachers in schools: A study from Tanzania

Wilhelmsen

Felder

2021

Improving Schools

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Intact visual functions are necessary for children to reach their academic potential. In the absence of vision screening, children may have unnoticed vision disturbances and academic challenges may be attributed to other problems, such as learning or cognitive disabilities. Visual problems are detrimental to educational achievement if they are not recognised. This has lifelong consequences for the individual child but also for the wider society as educational and economic advances are stifled. Few teachers are aware how vision influences reading and learning. Tanzanian teachers went through a CPD-course to learn about vision sensory qualities and ocular motor functions and were trained in vision testing. Building on theory of vision qualities and viewing conditions in class, the teachers practised vision functions assessment. Under the supervision of vision scientists, pupils in standard 5 ( n = 104) were tested with standardised methods. The data shows that there is a clear connection between the different sensory and ocular motor skills and that problems in one vision area influence other vision areas. Nearly 50% of the pupils had disturbances in one or more of the vision functions tested. In addition, the light conditions were challenging. When teachers learn about vision qualities and their impact on reading and learning, they understand why some pupils have reading problems, reduced motivation, disturbed self-esteem and problems with concentration. With these insights, more pupils can be helped to reach their potential.

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Section: Methodsmentioning

confidence: 99%

About the importance of vision screening by teachers in schools: A study from Tanzania

Wilhelmsen

Felder

2021

Improving Schools

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“…The novel aspect in the study presented here was that training, or vision lessons, was performed in school, by qualified teachers trained extensively in vision theory, assessment and intervention procedures (Wilhelmsen & Felder, 2020;Felder, Wilhelmsen & Schneiders, 2021). Children were taught by teachers in their natural environment.…”

Section: Visual Acuity Reading Speed and Accommodationmentioning

confidence: 99%

“…The overall project goal was to improve education for children in Tanzania through improved visual functioning. Most of the teachers enrolled in the project had a background in special needs education, many in the category Visual Impairments and Blindness (Felder, Wilhelmsen, & Schneiders, 2021).…”

Section: Introductionmentioning

confidence: 99%

Structured Visual Learning and Stimulation in School: An Intervention Study

Wilhelmsen¹,

Felder²

2021

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Background: The 4-year project Securing education for children in Tanzania aims at improving education through assessment and educational training in visual functions such as visual acuity, accommodation, fixation and ocular-motor function in school age children by trained teachers. This article describes and analyzes a 3-week vision intervention and its outcome on the pupils with regards to selected visual functions and reading speed. Objective:To investigate whether structured visual stimulation improves visual functions and reading speed in 5 th grade pupils at an elementary school in urban Tanzania. Methods: A quasi-experimental/intervention study with pre-and post-test following visual stimulation intervention involving a vision group (n = 21) and a control group (n = 14). Results: The pupils who received structured vision stimulation for 3 weeks, 1 hour per day improved visual functions and their reading speed. Conclusion: Structured visual training done by highly qualified teachers has an impact on visual functions and reading speed. More research has to identify the benefits, challenges and consequences for education and service delivery.

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14. Improving learning for children with intellectual disabilities with a focus on visual functioning

Wilhelmsen,

Felder,

Massawe

2023

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Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative

Cited by 3 publications

References 25 publications

About the importance of vision screening by teachers in schools: A study from Tanzania

About the importance of vision screening by teachers in schools: A study from Tanzania

Structured Visual Learning and Stimulation in School: An Intervention Study

14. Improving learning for children with intellectual disabilities with a focus on visual functioning

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