Purpose. The growing demand for inclusive education has led to the widespread use of information communication technologies as essential tools for supporting visually impaired learners in full-service schools. This paper explores teachers’ strategies to improve information communication technology skills development of visually impaired learners. Methodology. Using a qualitative case study design within an interpretive framework, the study collected data through focus group interviews, observations, and document analysis. Purposive sampling was used to identify suitable teachers, resulting in four focus groups, each with five teachers (20 in total). The data were analysed thematically to uncover key trends and insights. Results. The findings of this study highlight the importance of information communication technology skills in supporting the development of such skills for visually impaired learners within a full-service school. While teachers demonstrate a positive attitude towards utilising information communication technologies, challenges remain in effectively enhancing the skills of visually impaired learners due to limited resources, insufficient training, and inconsistent implementation of such information communication technology strategies. Conclusions. The study recommends acquiring a diverse range of relevant and accessible information and communication technology resources, along with professional development opportunities for teachers. This strategy would enable full-service schools to foster a more inclusive and effective learning environment for visually impaired learners, equipping them with the necessary tools and support to fully engage with educational content and develop essential information and communication technology skills.
Serero et al. (Tue,) studied this question.