Investigating Current Classroom Practices in the Teaching and Learning of Geography among Pupils with Visual Impairment in an Inclusive Classroom at Munali Boys’ Secondary School

This manuscript investigated current classroom practices in the teaching of geography to students with visual impairment in inclusive classroom at Munali Boys’ Secondary School in Lusaka district of Zambia. The researcher employed purposive sampling to selected the school and geography teachers. This study found that teachers with little or no knowledge of braille face difficulties to teach geography to students with visual impairment. It also found that teachers never adapted their teaching methods to accommodate students with visual impairment. The teaching methods teachers adopted in the teaching of geography was mainly talk and chalk or lecture method which made it hard for students with visual impairment to follow the lesson clearly. In summary, while students with visual impairment have the capacity to learn geography, teachers did not use embossed maps, auditory or models to assist students with visual impairment in grasping concepts.