EMPOWERING VISION : “Inclusive Education for Learners with Visual Impairment”

SIMSIM,M ERYLCYNE B.

BINALDO,A MORELLE C.

SUBMITTED TO :

CRISHA BELLE SUAYAN-BONDAD

BENGUET STATE UNIVERSITY – BOKOD CAMPUS

IN PARTIAL FULFILLMENT

OF

THE REQUIREMENTS FOR

FTC 106 : THE FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

NOVEMBER 2023
 I. Title of the Project:

Empowering Vision: Inclusive Education for Students with Visual Impairment

II. Project Leader:

SIMSIM,Merylcyne B.

III. Location of the Project Proposal:

DAKLAN NATIONAL HIGH SCHOOL (DNHS)

IV. Type of Learners/ Clienteles:

6 Learners with visual impairment aged 15-17 years old, enrolled in grades 8-10

V. Activities:

1. Orientation and mobility training

2. Assistive technology training to support academic and daily living skills

VI. Rationale:

Inclusive education must be available to all learners, regardless of their disabilities. Visual impairment
can often prove challenging for students to integrate into mainstream schools, limiting their access to
education and social development. The lack of appropriate facilities, resources and trained personnel
contributes to the isolation and exclusion of students with visual impairment. The aim of this project is
to empower students with visual impairment to lead independent and fulfilling lives by providing
orientation and mobility training, as well as technology-based intervention to improve their academic
and daily-living skills.

VII. Objectives:

1. To improve the mobility and independence of visually impaired learners through orientation and
mobility training

2. To improve academic and daily living skills of visually impaired learners through assistive technology
training

3. To promote inclusive education and social development among visually impaired learners

VIII. Participants:
The participants will be 6 learners aged 15-17 years old , enrolled in grades 8-10 in Daklan National High
School.

IX. Management:

Merylcyne B. Simsim will lead the project and will be responsible for overseeing the activities'
implementation and execution. Amorelle C. Binaldo will provide administrative and technical support,
specifically in terms of assistive technology training.

X. Methodology:

Methodology for Empowering Vision: Inclusive Education for Learners with Visual Impairment

1. Research and Content Assessment

The first step is to conduct research and content assessment on the current situation of learners with
visual impairment. This will involve a review of literature, past studies, and any available data on the
topic. This will help identify the current needs, challenges, and gaps in the education of learners with
visual impairment.

2. Preparation of Instructional Materials

Based on the research and content assessment, instructional materials will be developed. These
materials will be designed to cater to the unique needs of students with visual impairment. The
materials will be presented in alternative formats such as braille, audio, and large print to make them
accessible.

3. Conduct Activities

The third step involves conducting educational activities. These activities will be designed to address the
identified needs of learners with visual impairment. Some of the areas that may be covered include
communication, mobility, social skills, and orientation to the environment. The activities will be designed
to meet different learning styles, including hands-on activities and group work.

4. Evaluation of Activities
The final step is to evaluate the effectiveness of the activities. This will be done by collecting feedback
from learners, parents, and teachers. The feedback will be used to identify areas of improvement and to
make necessary revisions to the program.