International Journal of Progressive Education, Volume 18 Number 1, 2022

© 2022 INASED

Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired

Tamer Karakoç i
Gazi University

Cem Aslan ii
Gazi University

Abstract

This study aims to determine the teaching experiences of science teachers working in schools for the
visually impaired. In this context, the instructional arrangements made by the teachers for students
with visual impairment in science lessons and the issues they had difficulties with were determined,
and suggestions were offered for the effective and efficient implementation of science lessons. A
phenomenological design was used in the study, and a sample consisting of 12 science teachers was
formed. The interview form was used as the data collection tool, and content analysis was applied to
analyse the data obtained. At the end of the research, five themes emerged: lesson plan, material,
content presentation, teaching environment, and evaluation. It was determined those science teachers
working in schools for the visually impaired made various instructional arrangements for students with
visual impairment. In addition, it was determined that teachers had different problems within the
framework of these five themes. Thus, some solutions were put forward to overcome these problems
and conduct more effective and efficient science lessons. The results obtained were discussed within
the scope of the relevant literature, and recommendations were given.

Keywords: Science Teacher, Students with Visual Impairment, Teaching, Instructional Arrangements

DOI: 10.29329/ijpe.2022.426.8

-------------------------------
i
Tamer Karakoç, Dr., Special Education Department, Gazi University, ORCID: 0000-0002-3080-6326
ii
Cem Aslan, Research Assist Dr., Special Education Department, Gazi University, ORCID: 0000-0002-0300-
5873
Correspondence: cemaslan@gazi.edu.tr

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INTRODUCTION

The main objectives of education include preparing individuals for life and enabling them to
react to events in their daily lives. The contribution of science lessons is significant in achieving these
goals because students can systematically examine nature and natural phenomena in science lessons
(Costu, Unal & Ayas, 2007). To predict unobserved events, they can recognize their surroundings and
develop appropriate reactions. To adapt to the world, they live in, they need to observe the
environment, establish cause-effect relationships between events, and acquire the skills to reach
results. In this context, for students to be beneficial to themselves, their families and society, they can
be taught to examine their environment with scientific methods and develop correct thinking and make
decisions in events/situations through science lessons (Kaptan, 1998). In other words, students can
scientifically research the world they live in thanks to science classes (Carin, Bass & Contant, 2005;
Tolman & Hardy, 1999). At the same time, they can be prepared for the future with their decision-
making and problem-solving skills and improve their knowledge, understanding, skills, attitudes, and
values with the science class (Topsakal, 2005). Science classes aim to raise individuals who can
produce knowledge, use it in daily life, think critically, solve problems, be entrepreneurs, have strong
communication skills, and contribute to society and culture (Ministry of National Education, 2018).
Today, individuals are faced with many complex problems. Therefore, to overcome these problems,
they need to acquire some skills and have 21st-century skills that provide a universal literacy
framework (Akgunduz et al., 2015). Students must develop these skills, especially acquiring
competencies in the science program (Bahar, Yener, Yilmaz, Emen & Gurer, 2018). In addition, the
science course is at the top of the lessons in which these skills are taught, and it plays a key role
(Yilmaz et al., 2008).

In today's world, where knowledge and technology are developing very rapidly, there is a need
for individuals who have problem-solving and decision-making skills based on science and technology
in every field. Therefore, science education is essential for each student. In this respect, it is necessary
to provide all students with the knowledge, attitude, or skills required by the age, whether they have
any disabilities or not. In short, science education is necessary for all students, and no discrimination
should be made on gender, culture, disability, etc. (Topsakal, 2005). In this context, science lesson has
an important place in the education of students with visual impairment and all students. Students with
visual impairment may have limitations in learning processes and cognitive development due to
reasons arising from their lack of vision (Sozbilir et al., 2017). Therefore, they may experience more
difficulties than their peers who study, especially in courses requiring field knowledge (Kandaz,
2004). In particular, they may have more problem in science lessons where visual information is used
extensively (Karakoc, 2016). In addition, the science curriculum contains a large number of abstract
topics, concepts, or knowledge. This situation may cause students with visual impairment to have
difficulties in science classes (Lang, 1983; Zorluoglu & Kizilaslan, 2019). Students with visual
impairment need more concretization to access abstract contents in science classes (Gursel, 2011;
Tuncer, 2005). In other words, the presentation of content and the use of materials to be prepared by
considering the readiness of students with visual impairment are crucial for them to gain more
experience.

Researchers argue that students with visual impairment need a rich environment to gain
diverse and continuous experiences and opportunities to learn by doing and living (Koenig &
Holbrook, 2000; Lowenfeld, 1974). It is estimated that sighted students learn about 85% of their
academic, social, and functional skill areas through the sense of sight (MasCuspie, 1992). Therefore,
unique methods and techniques are needed in the education of students with visual impairment
(Koenig & Holbrook, 2000; Lowenfeld, 1974). For example, students with visual impairment need to
use their remaining senses other than sight to systematically explore the contents of science classes. In
addition, students with visual impairment need to learn, primarily through tactile and auditory means
(Lowenfeld, 1974). In other words, they need tactile and auditory materials and visual materials to
participate effectively in educational activities (Yalcin & Kamali Arslantas, 2020). Accordingly, it can
be said that it is essential for science teachers to make some adaptations in the materials or course
contents to enable students with visual impairment to access the curriculum (Zorluoglu, Sozbilir &

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Kizilaslan, 2016). Science teachers should choose appropriate teaching activities and use proper
materials or make some adaptations in materials (Cavkaytar & Diken, 2012; Sozbilir, Gul, Okcu,
Kizilaslan, Zorluoglu & Atilla, 2015). Adapting the materials or content delivery used for students
with visual impairment means that these students have a great chance to achieve academic success
(Rooks, 2009). From this perspective, we can say those science teachers who carry out teaching
activities for students with visual impairment are of critical importance.

In Turkey, the same curriculum is applied to students with visual impairment and their sighted
peers (Cakmak, Yilmaz & Isitan, 2017; Sozbilir et al., 2017). This situation is also valid for the
science program. Science lessons are carried out by the in-field teachers who graduated from the
relevant field. Even though it is a school for the visually impaired, in-field teachers give science
lessons. Therefore, science teachers who work with students with visual impairment have essential
duties because making instructional arrangements for students with visual impairment is directly under
the teacher's responsibility to conduct the lesson (Yalcin, 2020). For example, these responsibilities
include the adaptation of the content, appropriate teaching materials, the use of different teaching
methods and techniques, or assessment and evaluation. However, we should also point out that
although science teachers have many responsibilities, they are equally likely to have difficulties.
Science teachers receive a general education during their college education, and therefore they lack the
idea of adapting the content for students with visual impairment (Fraser & Maguvhe, 2008). When the
curriculum of the universities that train science teachers in Turkey is examined, there is a lesson called
"special education and inclusion" (Council of Higher Education, 2018). The lesson's content in
question generally includes special education subjects and students with visual impairment to a limited
extend. Accordingly, it can be said that science teachers have limited knowledge about students with
visual impairment. This situation will cause science teachers assigned to schools for the visually
impaired to feel ineligible and have difficulties in teaching activities. Islek (2017) states that the in-
field teachers working in the school for the visually impaired are assigned without any special
training; they consider themselves inadequate in the education of students with visual impairment and
that there are fundamental problems in academic lessons. According to Yazici (2017), science teachers
are hesitant about science lessons with students with visual impairment and generally prefer verbal
expression. Based on this, we can state that science teachers working with students with visual
impairment should be supported to teach effectively. Kumar, Ramasamy & Stefanich (2001) says that
teacher training is an effective way for more accessible science education. They also suggest that
teachers should be taught how to teach science to students with visual impairment through in-service
training activities.

In the literature, there are studies about the experiences of educators working with students
with visual impairment. When these studies are examined, Erwin, Perkins, Ayala, Fine & Rubin
(2001) investigated teachers' experiences regarding how students with visual impairment were
supported in natural learning environments with a structured curriculum and adapted materials.
Researchers stated that science teaching should be presented to students with visual impairment with a
multi-sensory approach to obtain positive benefits about tactile and auditory interactions. In a similar
study, Fraser & Maguvhe (2008) examined the experiences of science teachers working with students
with visual impairment. According to the research results, it was determined that using teaching plans
designed or adapted for students with visual impairment increased the success of these students in
science class. Using the mixed method, Islek (2017) examined the views of 13 educators and 12
students with visual impairment and compared their experiences in the context of the academic
program and expanded core curriculum applications. It was revealed that teachers had difficulties in
lessons or subjects with visual content. In another study, Kumar et al. (2001) analyzed science
teachers' policy implications for teaching, alternative assessment, educational technology, and
adaptations for students with visual impairment. According to the research results, it was suggested to
use natural objects so that students with visual impairment can feel by touching, allowing them to
explore some subjects in natural environments and provide hands-on learning experiences. In the
research conducted by Wild & Allen (2009), a political analysis of science-based best practices for
students with visual impairment was conducted. Researchers demonstrated that using a curriculum
designed or adapted for students with visual impairment increases the success of these students in

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science and that science teacher should be well supported. Zorluoglu et al. (2016) examined the views
of academicians on the creation of scientific literacy in students with visual impairment. According to
the research results, it was emphasized that activating the senses other than sight was effective in
teaching concepts to students with visual impairment and increased success. The present study is
essential in determining the difficulties faced by science teachers working in schools for the visually
impaired and finding solutions based on their experiences. In addition, it is considered necessary in
terms of revealing the instructional arrangements to be made in the teaching of science lessons to
students with visual impairment. The results obtained from this study can provide important
information about revealing the necessity of revising the content of the special education and inclusion
course in the science teaching undergraduate program. On the other hand, the research findings may
help science teachers who are or may work with students with visual impairment to develop their
opinions. In addition, it is thought that it will support the limited number of studies conducted in the
literature on science teachers working with students with visual impairment and contribute to the
knowledge. This framework aimed to determine the teaching experiences of science teachers working
in schools for the visually impaired. For this purpose, it was aimed to find solutions for the
instructional arrangements made by teachers for students with visual impairment in science classes,
the subjects they have difficulties with, and the effective and efficient conduct of science lessons.

METHOD

Research Design

Phenomenology, one of the qualitative research methods, was employed in the study. The
phenomenological model is aimed to reveal the perception, experience and meanings that individuals
attribute to an event based on real experiences (Yildirim & Simsek, 2014). In this study, the
phenomenological research model was chosen as it was aimed to examine the teaching experiences of
science teachers working in schools for the visually impaired in depth.

Participants

Participants of the study consisted of science teachers working in schools for the visually
impaired. According to the Ministry of National Education (2020) official statistics, there were 18
schools for the visually impaired in Turkey in the 2019-2020 academic year. In this context, it was
aimed to reach the entire scope of the study in the research, so no sample selection was made. Five of
the science teachers working in these schools stated that they did not want to participate in the study,
and one was not included in the sample due to his health condition. For these reasons, 12 science
teachers were included in the study sample, three of whom are male, and nine are female. The ages of
the participants vary between 30 and 60, with an average of 42.5. While two participants have a
Master’s degree, the remaining 10 participants have Bachelor’s degree. The average teaching
experience of the participants is 17.7 years (Min: 9, Max: 29) and the average duration of teaching at
the school for the visually impaired is 9.9 years (Min: 3, Max: 22). Detailed information about the
participants is presented in Table 1.

Table 1. Characteristics of the Participants

Total Teaching Teaching Time at the School Interview

Education Interview
Code Gender Age Experience for the Visually Impaired Duration
Status Date
(year) (year) (minute)
T1 Female 40 Bachelor 19 8 26.02.2021 19
T2 Female 32 Bachelor 9 5 27.02.2021 15
T3 Female 52 Bachelor 26 10 28.02.2021 15
T4 Female 34 Master's 13 9 29.02.2021 24
T5 Female 33 Master's 9 6 01.03.2021 15
T6 Male 42 Bachelor 17 3 06.03.2021 22
T7 Male 48 Bachelor 22 18 01.03.2021 25
T8 Female 56 Bachelor 23 15 05.03.2021 18
T9 Female 60 Bachelor 29 15 07.03.2021 26

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T10 Male 40 Bachelor 15 4 08.03.2021 15

T11 Female 44 Bachelor 22 22 09.03.2021 19
T12 Female 30 Bachelor 9 4 12.03.2021 15

Data Collection Tool

The interview form consisting of two parts was developed and used as a data collection tool in
the study. The first part aims to gather information about the participants and includes gender, age,
education status, total teaching experience, and teaching time in a school for the visually impaired. In
the second part, there are open-ended questions to determine the teaching experiences of science
teachers. The questions were designed so that teachers' instructional arrangements for students with
visual impairment in science classes, the subjects they had difficulties and suggestions for the effective
and efficient conduct of science lessons were obtained. In the development of the interview form, the
literature was first reviewed by the researchers and draft interview questions were prepared (Batmaz,
2017; Cay & Yikmis, 2020; Korkmaz Ersan & Sonmez-Kartal, 2020; Kot, Sonmez, Yikmis & Ciftci
Tekinarslan, 2015; Metin & Altunay, 2020; Vural & Yikmis, 2016; Yonter, 2009; Zorluoglu et al.,
2016). Draft questions were organized to serve the research purpose. Then, expert opinion was taken
to evaluate the questions regarding their suitability for purpose, clarity, and comprehensibility. Expert
opinions were also received through a form. Along with this form, interview questions were sent to
seven field experts with a doctoral degree via e-mail, and they were asked to evaluate the interview
form. Four of them are field experts in science teaching to the visually impaired, two in general
science teaching, and one in qualitative research. Experts conveyed their evaluations to the researchers
via e-mail. Arrangements were made in the interview form, taking into account the opinions and
suggestions received. In addition, some questions suggested to be changed were corrected, and expert
opinion was sought again. In the last stage, a pilot interview was conducted with a science teacher who
was not among the study participants but had experience working with students with visual
impairment. After this meeting, a change was made in one item to make it more straightforward.

Data Collection

The researchers completed the data collection process of the research in the 2020-2021
academic year. We conducted interviews with science teachers between the dates of 26.02.2021–
12.03.2021. Since the participating teachers were in different cities, time and cost concerns, and the
COVID-19 pandemic, which is particularly intense in our country, the research data were collected
online via Zoom. Firstly, the teachers were reached by phone and information was obtained about
whether they could participate in the study or not. An appointment was made for online interviews
with the teachers who agreed to participate in the study. On the day and hour of the interview, the
relevant teachers were invited to the interview by sending a Zoom link. Both researchers conducted
interviews with participants. Before starting the interview, teachers were informed about the purpose
and scope of the research and permission was asked to record the interviews. Teachers were assured
that their personal and school information would be kept confidential, that codes would be used
instead of real names in the study, and a participant consent form was used for this. The researchers
interviewed each teacher one-on-one, and each interview took an average of 19 minutes (Min: 15,
Max: 26). The researchers recorded all interviews. At the end of the meeting, the interviews were
concluded by thanking the teachers for their participation.

Data Analysis

The researchers used the content analysis technique in the analysis of the data. Content
analysis is defined as an effective method in classifying and comparing texts to make theoretical
inferences (Cohen, Manion & Morrison, 2007). In this context, the opinions of science teachers who
took part in the study were analysed in detail. Some themes and sub-themes were reached as a result of
the analysis. These themes are presented under the headings of instructional arrangements made by
science teachers for students with visual impairment, issues they have difficulties with, and solution
suggestions for the effective and efficient conduct of science lessons. The authors coded the

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interviews, and the themes reached were agreed upon. Different views were resolved through
discussion. The themes obtained were supported by quoting some of the teachers' responses. In
addition, the results obtained were shared with the teachers and participant confirmation was received.

FINDINGS

The findings of the interviews with science teachers, as obtained from the content analysis, are
presented under five themes: a) Lesson plan, b) Material, c) Content presentation, d) Teaching
environment, and e) Evaluation. The instructional arrangements made by science teachers regarding
these themes, the issues they have difficulties with, and the number of teachers' who gave opinions
were also included.

Theme 1: Lesson Plan

The opinions of science teachers working in schools for the visually impaired about the lesson
plan are presented in Table 2. Units of analysis consisted of six components.

Table 2. Opinions about the Lesson Plan

Instructional Arrangements Challenging Issues Solutions for Effectiveness
Creating your own plan. (3) Plans are The program for the visually impaired should be changed. (6)
Making plans for the needs. (2) inefficient. (1) Lesson hours should be increased. (2)
Group meetings should be held separately. (1)

When science teachers' opinions about the instructional arrangements they make in the lesson
plan for students with visual impairment are examined, it was determined that teachers created their
programs or made plans according to the needs (n=2). T 9 said, "I apply the plans I have created
myself." and T8 said, "We need to make a separate plan for our students."

Only one teacher (T11) stated that the plans were inefficient regarding the subjects they had
difficulty, and said, "The planning in the lessons is inefficient."

Science teachers focused more on changing the curriculum for the students with visual
impairment for the effectiveness of lesson plans. The following statements can exemplify opinions on
this subject: "In order to be more successful, there must be some changes in the curriculum. We
shouldn't be forced to complete the units. Different things can be done. It can be more efficient if
different subjects are put." (T8); "The gains must be optional. Some revisions can be made in the
acquisitions. It can be screening, sorting, or converting to a different size. The program should be
reevaluated for students with visual impairment." (T1); "My suggestions are that the annual plans
should be different for us. Not every subject should be told to children." (T3).

Opinions were expressed that the course hours should be increased as an effective solution. On
this issue, T7 said, "For the students with visual impairment, at least two more hours should be given
for the laboratory or lesson. It should be 6 hours, not 4 hours."; T12 said, "The lesson hours can be
increased for the students with visual impairment to be able to do activities because it takes at least 10
minutes for us even to enter the lab. It is troublesome in terms of time to go there together, examine
the items there and explain how we can use them." T9 stated that the meetings should be held
separately and said, "We organize the group meeting. But it should not be with the school near us. We
should do it with the other school for the visually impaired. What normal schools do does not match
ours."

Theme 2: Material

The opinions of science teachers working in schools for the visually impaired on the use of
materials are summarized in Table 3. Units of analysis consisted of 13 components.

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Table 3. Opinions on the Use of the Material

Instructional Arrangements Challenging Issues Solutions for Effectiveness
Preparing teacher-made material. (11) Inadequate material. (9) Sufficient material should be
Using tactile material. (7) Not getting enough support from provided. (11)
Using ready-made material. (3) the state. (3) Materials for the student with visual
Preparing materials with students. (2) Material preparation takes a lot of impairment should be used. (3)
Choosing the right material for the plan. time. (3) Materials must have a standard. (3)
(2) The material is not durable. (2) Technology should be used. (3)

When the opinions of science teachers about the instructional arrangements they make about
materials for students with visual impairment were examined, it was seen that almost all of the
teachers stated that they prepared materials (n=11). More than half of them used tactile material (n=7).
One of the teachers who stated that he prepared teacher-made materials, T12 said, "I mostly prepare the
materials myself."; T8 said, "I am trying to make materials."; and T4 said, "I am making my materials
myself.". The opinions of teachers who use tactile materials can be exemplified as follows: "I attach
importance to tactility in materials." (T2); "There is a cardboard, a material called Eva, I made things
out of felting to activate them to touch. For example, I made a periodic table. I wrote in braille." (T4);
"I prepare the materials by creating textures with silicones and Eva papers." (T12).

In addition, some teachers stated that they used ready-made materials, included students in the
material preparation process, and selected materials suitable for the plan. Commenting that he used
ready-made materials, T3 said, "Materials come from various places. We distribute them."; T4, who
prepared materials with the students, said, "I get help from my students, I make it with them.", and T2
said, "I arrange the materials according to the plan."

Material inadequacy was emphasized as the most challenging situation by science teachers.
The following statements can exemplify this situation: "The material prepared as braille in our school
is minimal." (T1); "Our materials are very limited, almost non-existent. We have many problems with
equipment. We have almost nothing at school." (T2); "Our material is incomplete." (T6); "There is not
much material in our school." (T7). Expressing that they could not get enough support in addition to
the lack of material, T2 used the following statement: "Unfortunately, our government does not give
much support." Another factor that teachers have difficulties with regarding material is the time
allocated to prepare the material. T5's statement, "It takes time to prepare the materials related to the
lesson." is an example of the difficulty experienced. However, another challenge is that the prepared
materials are not durable. This difficulty was expressed by two teachers as follows: "The child does
not know, when touched hard, the material breaks immediately. I can't use it on a second child.
Sometimes it gets harmed quickly. I can't use it later." (T2); "We can only use what we have made.
There is no more material that we can use for the second time." (T7).

Almost all of the teachers (n=11) emphasized that adequate material support should be
provided. In this regard, T1 said, "You cannot use a single instrument in a classroom. The material
should be used more or less for each student or a specific person and individually."; T5 said, "It would
be great if material support was provided to us to make the lesson more effective. Our job would also
get easier. It might be better if ready-made tools and equipment for the students with visual
impairment are brought to us." and T8 said, "The number of our materials should be increased." Five
of the teachers stated that in order to conduct effective and productive lessons, materials suitable for
the students with visual impairment should be used. T1's statement can exemplify this situation: "For
students with visual impairment, certain materials must be available, designed, and produced suitably
for certain gains." In addition, some teachers stated that the materials used should have a standard. For
example, T1 made the following statement on this subject: "There must be a standard. For example,
while explaining the subject of pressure, there should be a standard for the material that it must be
designed to use while explaining the fluid pressure to that student." Finally, teachers' opinions on
making use of technological materials were obtained.

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Theme 3: Content Presentation

The opinions of science teachers working in schools for the visually impaired on content
presentation are given in Table 4. Units of analysis consisted of 21 components.

Table 4. Opinions on Content Presentation

Instructional Arrangements Challenging Issues Solutions for Effectiveness
 Utilizing the sense of touch. (12)  Having difficulty in  Different teaching methods and techniques
 Describing the content. (10) some topics. (9) should be used. (4)
 Doing the activity even if they do not  Abstractness of the  Teachers at school for the visually impaired
see it. (8) course content. (8) should be trained. (4)
 Learning by doing/experiencing. (8)  Inability to benefit  Teachers should improve themselves. (4)
 Using animation/models. (8) from visual content.  Topics should not be skipped. (2)
 Dealing with each student (6)  Should be adjusted to the level of student. (2)
individually. (5)  Inability to do all  A special teacher should be selected for the
 Using different teaching methods. (5) activities. (5) school for the visually impaired. (2)
 Using the senses other than sight. (2)  Inability to complete  Content should be concretized. (1)
the curriculum. (3)  Teacher should make student love the lesson. (1)

When Table 2 is examined, it is seen that various instructional arrangements have been made
for students with visual impairment regarding the content presentation. All of the science teachers
participating in the study (n=12) stated that they used the sense of touch while transferring the course
contents. About this issue, T2 said, "We teach the students with visual impairment by making them
touch all the time. If the child does not touch, he definitely cannot understand."; T3 said, "We use one-
to-one teaching method by touching.", and T4 said, "I explain the subject by making the student touch
it. I make the students touch everything. There is nothing in our lab without fingerprints." In addition
to touching, the majority of teachers (n=10) describe the content. Quotations from teachers' statements
regarding the description are as follows: "We carry out experiments based on seeing by describing
them. For example, the temperature in the thermometer beaker is increasing; it is now 60 degrees. I'm
describing by saying -the temperature is rising, it is in eighty.-" (T1); "We make verbal descriptions for
the students with visual impairment. It is necessary to vocalize a voltmeter. If there is an event, we
need to describe it. In a way that the student will understand. For example, if it is an issue with
electricity, electricity issues the devices speak, that is, it measures volts, but by having it tell 5 ml or 3
volts." (T7); "I'm describing the experiments to them. I describe it as this is done like this." (T12). Two
teachers stated that senses other than sight were used. Opinions on this subject are, "We conduct
experiments in a way that appeals to other sensory organs other than vision. Planning is done in a
way that it appeals to other senses." (T1); "The main point is how we can explain the subject of science
in relation to the four senses when one sense is missing. While teaching the concepts in science to the
students with visual impairment, we try to appeal to the four senses. This is the most fundamental
point I see. If we appeal to all the senses, we will make learning easier. For example, we cannot
realize learning when the student does not touch, does not smell, and cannot examine different shapes
with his hand." (T10).

Some of the teachers stated that they used different teaching methods and techniques while
presenting the course content. T4 said, "I try to teach everything by making drama and gamification. I
make up too many stories. As if I was living in my daily life. They are also laughing and having fun. I
try to set the subject in their minds with the stories"; T8 said, "We try to solve it by playing games and
dancing" However, most teachers emphasized that they practice learning by doing/experiencing (n=8)
and using animation/models (n=8). Expressing that he used knowledge by doing/experiencing, T 2 said,
"We mostly practice doing and living. We have the lesson with continuous activities."; T10 noted, "For
example, you will explain the concept of force. How can we explain this by doing and living? For
example, we need to give the concept of direction so that we can take our student and explain the
properties of the force. We have to give the effect, the reaction by touching, pulling and pushing. We
have to show it by doing and living. It's like pushing and lifting a row." One of the teachers who used
animation/modelling applications in the content presentation, T1, said, "Animation or working on a
model is done in a way that supports that acquisition."; T7 said, "Since science is a lesson about

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nature, you need to model it. This situation attracts both the attention and interest of the student."; T10
said, "We explain the concepts through modelling."; T12 said, "I always explain the systems through
body models. While I am describing the states of matter, I press them close. Solid particles are like
this, I say, and I decompose a little more in liquid. In gas, they are both mobile and separate; I mean, I
try to involve students."

Most of the teachers (n=8) stated while presenting the course contents. They do the activities
even if students do not see them. For example, T1 said, "The student does not see, but I still experiment
in the classroom." Regarding the adaptations, T4 said, "I especially introduce the microscope in
science applications. I introduce the lamella. But I try to get people with low vision to find images.
Even if he sees little, he cannot see; he says, 'I saw it, there is something there, teacher'. I also say
'yes, right. There is. It looks like a square, like a rectangle, right?' I do these kinds of applications to
motivate students with low vision." and T8 said, "For example, we mix water and olive oil. Oil stays on
top. I see this. The child does not see. What is happening? The child keeps this in mind. Or we mix
water with salt. It evaporates. There's salt left in the bottom of the bowl, I say. It feels like I'm stirring,
lighting the stove. He feels the salt remaining at the bottom by touching it with his finger. He says
there is salt left. We are trying to make such adaptations." In addition to these, five of the teachers
stated that they took care of each student individually while carrying out the activities. Example
expressions on this subject are as follows: "I start with the student in the first row, go one by one, I do
the study one by one until I get to the last student." (T1); "Since the number of students is small, you
always have the chance to work individually." (T4); "Since I have few students, we are in one-to-one
communication. I call the children one by one in each process." (T5).

Science teachers emphasized that they had difficulties, especially in some topics. While these
topics are shown in Figure 1, the opinions of the teachers are as follows: "Topics related to light and
reflection. It is complicated to adapt these topics to them. For example, colours, a third colour that
emerges from the combination of two colours, is very memorable." (T1); "I have a hard time in simple
machines, heat and temperature issue. Students have a hard time understanding the size of the planets.
They have difficulty understanding the distance of the moon to the world. They can't understand
spatial things." (T2); "We are having a hard time with light. I have trouble explaining the subject of
colour." (T3); "The most problematic issue is the light. Absorption of light, the formation of colours,
the laws of reflection, shadow formation are the issues that I have difficulty with. We're talking about
simple machines, but we're having trouble." (T8).

Substances Reflection
Light (7)
(1) (2)
Space
(2)
Colours (5)

Issues
Force and
Motion (2) Pulley
System (1)

Reels (1) Simple Heat and

Machines (4) temperature (3)

Figure 1. Issues that Teachers Have Difficulty

The teachers stated that they had difficulties due to the abstract nature of the course content. In
this regard, T1 said, "Some of the achievements remain very abstract, and it is a little difficult to teach.
It is not even a little, it is quite a problem." and T7 said, "It is difficult to explain abstract things to
students with visual impairment." However, while teachers emphasized that visual content could not

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be used, T7 said, "It is difficult to explain the subject. We are teaching a simple subject, but what is
easy for sighted ones is difficult for the students with visual impairment. There is some difficulty in
science because there are no things to see for the students with visual impairment." Because of these
situations, it is seen that teachers do not carry out all the activities in the content and cannot complete
the curriculum. T3's statement, "Of course, we cannot do some experiments. Our students with visual
impairment cannot do some experiments." This can be given as an example of this situation. Teachers'
failure to complete the curriculum is associated with short course hours. Opinions on this subject are
as follows: "Time is insufficient for students with visual impairment. In addition, it is not good to have
to do the same activity with each of them while the process continues in terms of using Time
efficiently. It takes a lot from the lesson." (T1); "General theoretical knowledge in science. When there
is no material while explaining the non-theoretical, we have difficulties in practice. The normal
curriculum cannot be conducted in 4 hours. It is not possible to complete the topics." (T7); "Four
lessons are not exactly enough." (T12).

The solutions offered by teachers to conduct effective and efficient lessons for students with
visual impairment vary. For example, it is recommended to use different teaching methods and
techniques to present the content. T4 said, "It is necessary to use the drama method." Stating that the
subjects should not be skipped for students with visual impairment, T 1 said, "All should be done
without skipping. One cannot say that it is unnecessary because they do not see."; T11 said, "It is useful
to do all activities for students with visual impairment." In addition, opinions were obtained regarding
the need to adjust the lesson to the students' level and concretize the content. Statements on this
subject can be exemplified as follows: "Students with visual impairment can be distracted very
quickly. It is important to be able to determine their needs well. It is necessary to benefit from the
experiences of their daily lives. We should adjust to the level of the student." (T4); "The activities we
will do should be adjusted to the level of the student." (T10); "I think the experiments done should be
made morwere donencrete." (T11).

Another component that teachers offer as a solution is related to the teachers who teach the
lessons. Accordingly, it was found that the teachers working in the school for the visually impaired
should be trained, specially selected, and they should improve themselves. For example, T 2 said,
"Science teachers must be supported or trained."; T9 said, "Students with visual impairment should
receive an education. The teacher needs to be trained. It should take at least one year of training. The
teacher who will come here should pass the course."; and T11 said, "Science teachers need to be
supported with workshops and support training." T9 suggested selecting teachers who will work in
schools for the visually impaired by saying, "The teacher who will work here should be a chosen one."
Finally, it was seen that there were suggestions for teachers to improve themselves. On this subject, T 4
said, "The primary condition for the development of our students is that teachers should improve
themselves."

Theme 4: Teaching Environment

The opinions of science teachers working in schools for the visually impaired on the teaching
environment are shown in Table 5. Units of analysis consisted of five components.

Table 5. Opinions on the Teaching Environment

Instructional Arrangements Challenging Issues Solutions for Effectiveness
 Use of different environment. (3)  Small classrooms.  Lessons should be
 Organizing the environment according to the course content. (3) (1) conducted in the lab. (1)
 Using U-Shape pattern. (1)

When the opinions of science teachers about the instructional arrangements made in the
teaching environment for students with visual impairment are examined, it is seen that the teachers use
different settings (n=3), arrange the environment according to the course content (n=3), and use the U-
Shape (n=1). T4 said, "I prefer to use the garden. I used the school's conference room in freezing
weather."; T12 said, "We did experiments related to pressure in the open air." According to the course

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content, one of the teachers who arrange the environment according to the course content, T1 said, "I
prepare a learning environment according to the needs."; T2 said, "I set the classroom environment
according to the lesson. For example, I say, 'consider the classroom like the sun. I bring a walnut and
say think of it as the world." Only one teacher expressed the view that the classroom was small and
said, "We had a hard time because our classes are tiny." (T4). As a solution proposal for the teaching
environment, a teacher gave his opinion and stated that the lessons should be taught in the laboratory.
His view is as follows: "Science laboratories must be mandatory in schools. It would be much better if
the lessons could be taught in laboratories more." (T11).

Theme 5: Evaluation

The opinions of science teachers working in schools for the visually impaired regarding the
evaluation process are presented in Table 6. Units of analysis consisted of 15 components.

Table 6. Opinions on the Evaluation Process

Instructional Arrangements Challenging Issues Solutions for Effectiveness
 Teacher reads the questions. (9)  Student performances are not  Arrangements should be
 Students write the answers. (7) the same. (7) made according to exams.
 Use of technology. (5)  Exams take a long time. (5) (8)
 Not asking visual questions. (4)  Parent factor. (5)  Alternative assessment
 Preparation easy questions. (4)  Problem of preparing questions should be used. (2)
 Braille exam preparation. (4) and reading answers. (4)
 Getting help from a teacher who knows braille. (3)  Difficulty with questions with
 Having another studunt read the answers. (2) visual content. (3)

The instructional arrangements made by science teachers during the evaluation process vary.
For example, in the evaluations, it is seen that the questions are read by the teacher (n=9) or braille
exams are prepared (n=4). As an example of the views that the teacher read the questions, the
following comments were made: "I am reading the questions." (T1); "I read the papers, I read the
question and the options." (T2); "I'm reading the questions. I read it three or four times until the
students answer within a certain time." (T4); "I'm reading the questions to the children." (T5). The
opinions of teachers who prepare braille exams are as follows: "We have a printer with braille
alphabet. There, questions can be printed out." (T3); "Exams are in braille. We prepare on Word and
take a printout from the printing machine in our school and deliver it to our students." (T8).

While preparing the evaluation questions, teachers try not to ask visual questions (n=4) and
prepare easy questions (n=4) for visually impaired students. In this regard, T 8 said, "Our questions are
not visual."; T10 noted, on the other hand, "They are exempt from the shape questions in evaluation."
T3 said, "I usually ask about the writings from the book." Again, different applications were
encountered on the subject of receiving students' answers and reading these answers. More than half of
the teachers receive the answers by asking students to write them. Their views can be exemplified as
follows: "Students take their braille tablets and pens and write." (T4); "They have devices. They put on
their headphones. They solve the questions. Or their typewriters are in front of them. They use their
braille typewriters." (T1). In reading the answers, the practices of having another student read the
answers and getting help from a teacher who knows braille were observed (n=2). Regarding having
another student read, T3 said, "I ask a student with visual impairment to read the question. I write
down the answers. I score the student accordingly." Opinion of T8, who stated that he received help
from a teacher who knew braille, is as follows: "I ask the visually impaired teachers in our school. In
our spare time they read to me and I score."

The most challenging issue for teachers in the evaluation process is that student performances
are not the same. Seven teachers emphasized this situation, and their opinions are as follows: "In our
school, there are children who do not know braille and cannot learn because of their mental
processes. Some do not have perfect intelligence. Some students say they cannot read the article they
have written themselves." (T2); "Each student's capacity is different. If there are six students in the

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class, there are three levels. Their perceptions are different. For two students, everything can be
solved by speaking normally, but nothing works for two of them." (T8). Another problem is that the
exams take a long time. On this subject, T5 said, "There are usually two lessons allocated for exams."
T7 said, "Sometimes it takes 20-25 minutes for a question. Since the science lesson is 4 hours, it is a
serious process when you think that we should complete the topics to be taught." The issue of
preparing questions and reading the answers is also seen as a problem by science teachers. For
example, T3 said, "They have difficulties in such questions with graphs because they cannot read
them."; T1 said, "When you prepare even a short question in braille, it can take a couple of pages,
especially for new generation questions."; and T4 said, "We also have problems in reading the
answers."

Science teachers put forward two suggestions to make the assessment process more effective
and efficient. These are the use of alternative assessment and making arrangements for exams. T7
offered an alternative evaluation: "Exams are not correct measurement methods, mostly alternative
evaluations are required. However, we have exams out of necessity. I think it would be more useful to
do things such as maybe making observations and evaluating without the student noticing." Other
views can be cited as an example for the arrangements for exams: "The Ministry needs to make serious
regulations in exams. There are huge grievances." (T1); "Highly visual questions should be removed
from the curriculum." (T2); "Questions with shapes should not be asked." (T5); "Exam questions must
be separate. We should also ask for visuals. Central exams are a problem." (T6).

DISCUSSION

This study aimed to determine the teaching experiences of science teachers working in schools
for the visually impaired. For this purpose, 12 science teachers were interviewed. As a result of the
interviews, the instructional arrangements made by the teachers for the students with visual
impairment in science lessons, the issues they had difficulties and their suggestions for the effective
and efficient conduct of science lessons were revealed. These were discussed within the scope of the
lesson plan, material, content presentation, teaching environment and evaluation categories.

Students with visual impairment in Turkey follow the same program as the students in a
science lesson like other curriculum programs (Cakmak et al., 2017). Therefore, it can be said that
there is no difference between the education programs applied to the students with visual impairment
and their sighted peers by the principles of equality and normalization in education (Sozbilir et al.,
2017). However, this situation can ignore the learning needs of students with visual impairment. As a
result of the opinions obtained within the scope of this research, it was determined that the lesson
plans of science teachers were insufficient and that they prepared their plans or made plans according
to the needs. In addition, teachers stated that they could not complete the science curriculum and
related this to the limited number of hours and the individual attention paid. Accordingly, it can say
that the science curriculum applied to students with visual impairment results in some limitations. In
addition, it is thought that this situation may affect the efficiency of science lessons. Science teachers
who participated in the study emphasized the need to change the students with visual impairment
program and increase the lesson time. Regarding changing the curriculum, the teachers drew attention
to not covering every unit in the curriculum, the need to simplify or reorganize the outcomes, and
argued that more successful and effective lessons would be conducted in this way. It was stated that
using teaching plans designed or adapted for students with visual impairment increases the
achievement of these students in science lesson (Wild & Allen, 2009) and facilitates their learning
(Fraser & Maguvhe, 2008).

Students with visual impairment cannot learn as efficiently as other students in lessons that
require content knowledge, especially in science lessons with intensive visual information (Kandaz,
2004; Karakoc, 2016). Science lessons include a large number of abstract topics, concepts, and
communication. This situation may cause students with visual impairment to have difficulties in
science classes (Lang, 1983; Zorluoglu & Kizilaslan, 2019). At the same time, science teachers
working with students with visual impairment are likely to have difficulties. It was determined that the

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teachers who participated in the study had difficulties in some subjects such as light and colour
together with the abstract course contents. Therefore, it should not be considered surprising that
science teachers working with students with visual impairment have difficulties while teaching
abstract topics or concepts. Students with visual impairment may have limitations in learning and
cognitive development due to several reasons arising from their lack of vision (Sozbilir et al., 2017).
While this situation may restrict the students' observation skills, it can also deprive them of the
opportunity to examine visually, mainly because they cannot see what they are dealing with (Fraser &
Maguvhe, 2008). In addition, it can limit the use of visual content by science teachers working with
students with visual impairment. Findings supporting this statement were found in the research. For
example, in this study, it was determined that teachers could not benefit from visual content and could
not do all activities in this direction. Coinciding with these findings, in Islek's (2017) study, it has been
revealed that teachers have difficulties in lessons or subjects with visual content. Accordingly, it can
conclude those science teachers have problems presenting visual content to students with visual
impairment. Sozbilir et al. (2017) emphasize that they should make various adaptations in teaching
method, environment, and material usage to overcome the difficulties encountered. Considering that
there is no separate science program for students with visual impairment in Turkey, some instructional
arrangements should be made for these students in science lessons. For example, studies of
concretizing knowledge, associating the acquired knowledge with daily life, creating learning
environments by doing and experiencing and making sense in mind can be done (Aslan & Savas,
2020). This study determined that science teachers working in the schools for the visually impaired
included various instructional arrangements. Some of these arrangements involve utilizing the sense of
touch, using other senses other than seeing, using animation/modelling/using living learning activities,
and describing the course contents. For students with visual impairment, giving information orally is
not enough, but education should be supported with appropriate materials and activities such as trips
and observations. Supporting this view, for example, Kumar et al. (2001) suggests using natural
objects so that the student can feel by touch, allowing them to explore some subjects in natural
environments and provide hands-on learning experiences. Erwin et al. (2001) explain that science
teaching to students with visual impairment should be presented with a multi-sensory approach to
achieve positive benefits such as tactile and auditory interactions. Zorluoglu (2019) states that
activating the senses other than sight is effective in teaching concepts to students with visual
impairment and increases success. In this context, it can say that the suggested practices in the
literature are similar to the findings obtained from the present research.

Science lessons in Turkey are conducted by teachers who are graduates of the field. Therefore,
making the instructional arrangements for students with visual impairment directly influences the
teacher's responsibility to operate the lesson (Yalcin, 2020). In this regard, science teachers working at
the school for the visually impaired have essential duties. However, science teachers working in these
schools receive a general education in universities. Thus they are deprived of the idea of adapting
content for students with visual impairment (Fraser & Maguvhe, 2008). Therefore, although they may
be hesitant about their science lessons with students with visual impairment, they may prefer to teach
the lessons verbally (Yazici, 2017). In the research conducted by Islek (2017), it was determined that
the in-field teachers working in schools for the visually impaired were assigned without any special
training, they found themselves inadequate in the education of students with visual impairment, and
there were significant problems in academic lessons. In this respect, it is stated that teacher education
is an effective way to make science education more accessible for students with visual impairment. In
addition, teachers should be equipped with science teaching methods for students with visual
impairment through special workshops, and teachers should make every effort for practical science
lessons (Kumar et al., 2001). Similarly, in this study, suggestions were made by science teachers to
train teachers and improve themselves. In addition, recommendations were made by teachers to
concretize the content and use different teaching methods. Similarly, findings regarding the
concretization of the content for students with visual impairment were reported in Fraser & Maguvhe's
(2008) research. In another study, it was stated that different teaching strategies could increase the
success of students with visual impairment in learning science (Zorluoglu & Kizilaslan, 2019).

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The use of materials in the teaching process is significant for students' success in science
lessons (Karamustafaoglu, 2006). This importance increases even more for students with visual
impairment because students with visual impairment need much material use or adaptation (Sahin,
2019). However, in this study, most of the science teachers pointed out that their materials were
insufficient. In the literature, results supporting this finding were found. For example, Islek (2017)
reached a similar conclusion, and it was determined that teachers had difficulties due to a lack of
material. Kandaz (2004) also stated that the lack of material was a problem. Another study shows that
materials prepared for students with visual impairment are incomplete (Unlu, Pehlivan & Tarhan,
2010). It has been stated by the Toenders, de Putter-Smits, Sanders & den Brok (2017) that there is not
enough material available. In this direction, it can be said that the findings of the research in the
literature are parallel to the findings obtained from the research. As a result, it can be commented that
science teachers working at schools for the visually impaired have difficulties with materials.

In this study, all science teachers stated that they use teacher-made materials to eliminate
material deficiencies. However, in this process, it was declared a problem that the preparation of the
material took a lot of time and the materials used were not durable. Teachers stated that they included
students in the material preparation process and used ready-made materials at times. In addition, it was
determined that they preferred tactile materials for students with visual impairment. Studies in the
literature show that tactile materials and graphs can help students with visual impairment (Supalo,
Humphrey, Mallouk, David Wohlers & Carlsen, 2016; Zebehazy & Wilton, 2014). In this regard,
Kumar et al. (2001) state that it is crucial to provide tactile material (e.g. diagrams, graphics) to
students with visual impairment and use braille labels. However, students with visual impairment also
need visual and auditory materials and tactile materials to participate effectively in educational
activities (Yalcin & Kamali Arslantas, 2020). In this context, it can say that it is vital for science
teachers to adapt their course materials to enable students with visual impairment to access the
curriculum (Zorluoglu et al., 2016). Sozbilir et al. (2017) emphasise that it is essential to provide
visually impaired students with easy to perceive and convey information directly. Suggestions were
made to give and use appropriate materials for students with visual impairment and have a standard for
them. In this respect, it can state that the materials to be used must meet the needs of students with
visual impairment. In addition, sufficient material should be provided, especially for science lessons.
Rule, Stefanich, Boody & Peiffer (2011) recommend using teaching materials designed and adapted
for students with visual impairment. In this way, it can ensure that science lessons are more effective
and efficient, and also, students with visual impairment can fully participate in these lessons. Another
issue suggested by teachers is that technology should be used. Kumar et al. (2001) recommend that
course materials be delivered in braille and flexibly translated into electronic media. They also state
that, wherever possible, science teachers should use assistive technologies to improve students' access
with visual impairment to science education.

Friend & Bursuck (1999) emphasizes the need for adaptations for students with visual
impairment while making an assessment. This study shows that science teachers include instructional
arrangements such as reading the questions themselves, preparing a braille exam, having students
write the answers, having another student read, or getting help from a teacher who knows braille.
However, the teachers also stated that the exams took a long time, and they had problems preparing
questions and reading the answers. In addition to these problems, students' performances are not the
same, and visual content is a problem. Despite these difficulties, the teachers stated that they made
arrangements not to ask visible questions and ask straightforward questions. It is among the
suggestions of teachers that arrangements should be made for exams and should use alternative
assessments to make evaluations in science lesson more effective and efficient. According to Kumar et
al. (2001), science teachers should consider alternative assessment methods for students with visual
impairment. In other words, it can say that alternative assessment reforms are needed to ensure
equality for students with visual impairment (Stefanich & Egelston-Dodd, 1994). Considering the
difficulties teachers encounter in their assessment processes, the use of alternative assessment methods
may be advantageous. In other words, adopting alternative methods will be beneficial in terms of
supporting the concept development and making a precise evaluation (Sozbilir et al., 2017). In
addition, when the effects of disability on learning are clearly felt, alternative assessment methods

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should be considered (Kizilaslan, 2020). In this respect, it can state that it is essential to use alternative
methods to evaluate students with visual impairment. We can use different evaluation strategies for
this. Some of these strategies include giving extra time, preparing braille or enlarged exam paper,
getting staff assistance for reading questions and using technology. In addition, arrangements such as
using verbal evaluation, product evaluation, peer support, giving additional time in exams, taking
exams on their braille tablets or computers using voice-over programs and computer software,
preparing exams with large print for students with low vision who can benefit from vision power,
magnifying glass with assistive technology tools, or benefitting from screen enlargement programs can
also be made.

In this study, the teaching experiences of science teachers working in a school for the visually
impaired were examined. Similarly, research can be conducted with teachers who teach Turkish, social
studies, mathematics, or other school lessons. In addition, these studies can be carried out with
teachers working in inclusive environments, except for the school for the visually impaired. The
experiences of teachers in different educational settings can be compared. The results obtained from
the current research are limited to the findings obtained from the interviews conducted qualitatively.
For this reason, it is recommended to make lesson or classroom observations and the teachers'
opinions. In this way, more holistic data can be obtained.

We want to give some suggestions to science teachers who work with students with visual
impairment. For example, while teaching concepts, knowledge or skills in science class, adapting the
teaching plans is vital for students with visual impairment to understand the content. Within this
framework, you can make adaptations, especially in the materials, presentation of the content, or
content itself. In addition, you can create learning by doing environments with various methods such
as concretizing information, using the sense of touch, visualizing, using models or materials,
associating the acquired knowledge with daily life, and demonstration technique. In addition to these,
you can concretize science lessons and reinforce learning with experience-based activities such as trips
and observations. Rather than lectures based on verbal expression, using techniques such as
experiment, observation, and demonstration frequently, students with visual impairment can develop
cause-effect relationships, logic and reasoning, research and questioning skills. Material use is an
essential tool in concretizing the outcomes, and activities are critical tools to enable students with
visual impairment to be active. It should keep in mind that using materials and activities frequently
will allow students with visual impairment to learn effectively. If suitable materials for students with
visual impairment cannot be found in this context, existing materials can be adapted, descriptions or
technology can be used. In addition, collaborative teaching arrangements can be used to participate in
students with visual impairment in classes by benefiting from peer support.

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