Abstract

Postsecondary transition planning is a critical process for all students, including those with visual impairments. In Botswana, limited research has been conducted on teachers’ perceptions on the extent to which schools provide specific transition services to improve post-school outcomes of students with visual impairments (SWVIs). Hence, the purpose of this study was to explore senior secondary school teachers’ perceptions in Botswana on what secondary school practices improve the post-school outcomes of SWVIs. The study explored transition practices for SWVIs that were consistent or inconsistent with the literature. A quantitative research approach was adopted and 114 teachers participated in this study. Mann Whitney U and Kruskal Wallis tests were run to determine differences in teachers’ perceptions. The findings revealed that most transition practices for SWVIs that have been found from the literature to enhance post-school outcomes also improved post-school outcomes for these youths in Botswana.

摘要

中学后过渡计划对于所有学生，包括那些有视觉障碍的学生，都是至关重要的过程。在博茨瓦纳，对教师的看法进行了有限的研究，以了解学校在多大程度上提供特定的过渡服务来改善视力障碍学生的学前成绩。因此，本研究的目的是探讨博茨瓦纳的高中教师对中学实践如何改善SWVI的课后成绩的看法。该研究探索了与文献一致或不一致的SWVI的过渡实践。采用了定量研究方法，有114名教师参加了这项研究。曼·惠特尼（Mann Whitney U）进行了Kruskal Wallis检验，以确定教师的观念差异。调查结果表明，从文献中发现的大多数SWVI过渡做法都可以提高课后成绩，也改善了博茨瓦纳这些年轻人的课后成绩。