CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Education in its sense is to have a formative effect on the mind, character or physical ability of an individual. Thus, educational system of every country is designed to make learners acquire knowledge, skills, attitude, and values that enhance the total development of the individual, society and the nation at large. Quansah (1998) cited in Aboagye (2002) noted that ―the goal of education in Ghana, seeks to provide an improved and relevant level of education for all Ghanaians such that they will live a healthy and productive life through application of science and technology, develop a sense of justice and keen entrepreneurship, acquire capability for enjoying leisure time and be able to participate fully in community and national affairs‖ (p.104). Everyone therefore needs to be educated for personal development and the development of the nation at large. Maximizing lifelong success is the goal of education. Students with visual impairments have unique learning needs that must be addressed if they are to access the general education core curriculum and become independent, productive citizens. Recent data indicate that only approximately 28 % of out-of-school youth with visual impairments are employed (Cameto and Nagle, 2007). Thus, educators face a significant challenge in providing educational services that will enhance successful post-school outcomes. Making appropriate decisions about the development and implementation of programs and services for students with visual impairments requires a clear understanding of their unique learning needs and the interventions necessary to develop successful transition goals for adult independence. Administrators must have knowledge about specialized personnel, materials, equipment and educational settings to ensure appropriate individual educational program planning for this unique student population. This information can be used as a 3 general framework for assessing each student with a visual impairment and for planning and providing instruction and services to meet the assessed needs (Riley, 2000).
Castro, D (2021). CURRICULUM ADAPTATION TO MEET THE LEARNING NEEDS OF STUDENTS WITH VISUAL IMPAIRMENT IN GHANA NATIONAL BASIC AND SENIOR HIGH SCHOOLS IN CAPE COAST IN THE CENTRAL REGION OF GHANA.. Afribary. Retrieved from https://tracking.afribary.com/works/curriculum-adaptation-to-meet-the-learning-needs-of-students-with-visual-impairment-in-ghana-national-basic-and-senior-high-schools-in-cape-coast-in-the-central-region-of-ghana
Castro, Doh "CURRICULUM ADAPTATION TO MEET THE LEARNING NEEDS OF STUDENTS WITH VISUAL IMPAIRMENT IN GHANA NATIONAL BASIC AND SENIOR HIGH SCHOOLS IN CAPE COAST IN THE CENTRAL REGION OF GHANA." Afribary. Afribary, 22 Mar. 2021, https://tracking.afribary.com/works/curriculum-adaptation-to-meet-the-learning-needs-of-students-with-visual-impairment-in-ghana-national-basic-and-senior-high-schools-in-cape-coast-in-the-central-region-of-ghana. Accessed 26 Nov. 2024.
Castro, Doh . "CURRICULUM ADAPTATION TO MEET THE LEARNING NEEDS OF STUDENTS WITH VISUAL IMPAIRMENT IN GHANA NATIONAL BASIC AND SENIOR HIGH SCHOOLS IN CAPE COAST IN THE CENTRAL REGION OF GHANA.". Afribary, Afribary, 22 Mar. 2021. Web. 26 Nov. 2024. < https://tracking.afribary.com/works/curriculum-adaptation-to-meet-the-learning-needs-of-students-with-visual-impairment-in-ghana-national-basic-and-senior-high-schools-in-cape-coast-in-the-central-region-of-ghana >.
Castro, Doh . "CURRICULUM ADAPTATION TO MEET THE LEARNING NEEDS OF STUDENTS WITH VISUAL IMPAIRMENT IN GHANA NATIONAL BASIC AND SENIOR HIGH SCHOOLS IN CAPE COAST IN THE CENTRAL REGION OF GHANA." Afribary (2021). Accessed November 26, 2024. https://tracking.afribary.com/works/curriculum-adaptation-to-meet-the-learning-needs-of-students-with-visual-impairment-in-ghana-national-basic-and-senior-high-schools-in-cape-coast-in-the-central-region-of-ghana