Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency

Abstract

There is a scarcity of research in South Africa on how to support learners with colour vision deficiency (CVD). Inspired by inclusive approaches to education, the purpose of my study was to explore and describe teachers’ current disposition to CVD and the extent to which CVD is taken into consideration during teaching and classroom instruction, with the aim of conceptualising a teacher guidance intervention in support of learners with CVD. My study forms part of a broader research project undertaken by the Centre for Visual Impairment Studies, University of Pretoria.

In compiling a conceptual framework, I integrated aspects of Vygotsky’s theory of dysontogenesis (Vygotsky et al., 1993) and the socio-constructivist theory of Vygotsky (1987). Methodologically, I implemented an explanatory sequential mixed methods design, with pragmatism as epistemology. Data was collected/generated in two phases. During the quantitative phase, I relied on a combination of convenient and purposive sampling to select 92 teachers from public schools in the Ekurhuleni district, Gauteng, who completed a structured questionnaire. During the qualitative phase, data was generated through seven semi-structured interviews involving nine participants who were conveniently selected. For data documentation, I relied on field notes and a research journal. I utilised descriptive and inferential statistics to analyse the quantitative data and completed inductive thematic analysis of the qualitative data. Following my analysis of the data, I integrated the results of the two phases.

The findings of my study indicate that colour is widely used within the school context, not only during teaching and classroom instruction and in educational media but also during extra-curricular activities, such as sport and cultural activities. The findings furthermore highlight that the use of colour may negatively affect learners with CVD, not only impacting their scholastic performance but also their participation in extra-curricular activities. In addition, CVD-related challenges can negatively affect the psycho-social functioning of learners with the condition. My study presents some guidelines for teachers working with learners with CVD in support of their optimal functioning. Based on the findings I obtained, I conceptualised a teacher guidance intervention in support of learners with CVD that can be developed and implemented in a follow-up study.