Needs Analysis of Teachers Providing Science Education to Visually Impaired Students and Their Students

Oct 15, 2026

The study aims to identify the needs of teachers providing science education to visually impaired students and to determine related needs from the students’ perspective. It uses a qualitative case study approach based on content analysis of data collected from 1 science teacher, 2 special education teachers, and 10 visually impaired students in primary and middle school settings in Erzurum. Teacher needs form two themes—teacher-related and externally influenced—while student needs are grouped as student-related and externally influenced.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Importance of science education

Challenges from visual impairment

Role of teachers’ needs

Needs Analysis of Teachers Providing Science Education to Visually Impaired Students and Their Students Mirac Furkan BAYAR1 Ministry of National Education Özlem AĞGÜL 2 Ministry of National Education Abstract The aim of this research is to identify the needs of teachers providing science education to visually impaired students and their students and to develop various solution proposals based on these needs. The study involved 1 Science teacher, 2 Special Education teachers, and 10 visually impaired students from a state primary and middle school in the center of Erzurum province. The research design followed a qualitative approach with a case study design. The data collected were analyzed using content analysis. The findings revealed that the needs of teachers providing science education to visually impaired students fall into two themes: needs arising from the teacher and needs influenced by external factors. Similarly, the needs of visually impaired students were categorized into two themes: needs arising from the students themselves and needs influenced by external factors. Teacher-related needs included the need for concretization and description, material design, individualized instructional selection, technological proficiency, and the ability to activate sensory organs. External factors affecting teachers'needs included the need for materials, laboratories, reference books, appropriate training, in-service training, parental cooperation, and personalized curriculum. Student-related needs encompassed education environment and methods, technology and assistive tools, family support and counseling services, physical accessibility in the school environment, alternative and augmented communication in education, and psychosocial support. External factors affecting students' needs included social interaction, academic motivation, academic achievement and exam anxiety, special education and counseling services, note-taking and organizational skills, and daily living skills. Keywords: Visually impaired students, science education, teacher needs, student needs DOI: 10.29329/epasr.2023 .631.7 Submitted: 22 July 2023 Accepted: 06 October 2023 Published: 30 December 2023 1 Dr., Ministry of National Education, Erzurum, Turkey, ORCID: [https://orcid.org/0000-0002-0693-4280](https://orcid.org/0000-0002-0693-4280)[ ](https://orcid.org/0000-0002-0693-4280)[Correspondence](Correspondence: miracfurkanbayar@hotmail.com)[: miracfurkanbayar@hotmail.com](Correspondence: miracfurkanbayar@hotmail.com) 2 Science Teacher, Ministry of National Education, Erzurum, Turkey, ORCID: [https://orcid.org/0000-0002-2185-2478](https://orcid.org/0000-0002-2185-2478), Email: [ozlm.aggul@gmail.com](ozlm.aggul@gmail.com) Introduction From a young age, individuals have a natural tendency to observe, think, and explore nature and events around them. This natural inclination leads individuals to seek answers to their questions by understanding basic scientific concepts (Trundle, 2010) . This need for learning about science and exploration of natural phenomena applies to visually impaired individuals as well (Mastropieri & Scruggs, 1995) . Considering the principle of equal opportunities in education, the needs of visually impaired individuals to receive quality science education must be addressed (Kavkler, 2005) . A quality science education for visually impaired students enables them to perceive the world according to their senses, make decisions based on their perceptions, solve daily life problems, and develop their experiences and skills (Mastropieri & Scruggs, 1995) . Visually impaired students face limitations in acquiring knowledge through visual senses, making them dependent on special education. Vision is considered the most crucial sense in today's visually-oriented society (Kermauner, 2014). Approximately 83% of all information is learned through sight, while the remaining 17% is acquired through other senses. Of this 17%, 11

FAQs

What is the main purpose of the research?

To identify the needs of teachers who provide science education to visually impaired students and to develop solution proposals based on those needs, also considering students’ needs.

How was the study designed and analyzed?

The research followed a qualitative case study design and analyzed collected data using content analysis.

What themes were found for teachers’ needs and students’ needs?

Teachers’ needs were grouped into needs arising from the teacher and needs influenced by external factors; students’ needs were grouped into needs arising from the students themselves and needs influenced by external factors.

Oct 15, 2026

Uploaded by MrHarris58