Teacher Pedagogical Strategies in Early Childhood Education for Learners with Visual Impairment in Ghana: Evidence from Akropong and Wa Schools for the Blind

Abstract

Early childhood education (ECE) is a critical period for building language, early literacy foundations, concept development, independence, and socio-emotional participation. For learners with visual impairment, achieving these outcomes depends on teachers’ use of deliberate, developmentally appropriate, visual-impairment–responsive pedagogy (e.g., multisensory instruction, tactile learning, safe routines, and accessible assessment). This study examined teacher pedagogical strategies in ECE for learners with visual impairment in Ghana, drawing evidence from Akropong School for the Blind and Wa Methodist School for the Blind. Using a convergent mixed-methods approach, survey data were collected from early-grade teachers (N = 16) and analysed descriptively using frequencies/percentages and item means and standard deviations. Qualitative evidence from interviews and field notes was analysed thematically and organised under three research questions that focused on strategies used, instructional knowledge, and practical skills/confidence with implementation. Quantitative data findings indicate high reported use of core strategies that promote participation and access, including verbal mediation of visual content, multisensory teaching, structured classroom organisation, and peer-supported participation. However, implementation was less consistent for specialised early literacy and braille-readiness activities as well as mobility-friendly routines. Teachers’ instructional knowledge was generally moderate, with clearer gaps in areas requiring specialised preparation, for example, adapting play-based learning for non-visual access and using tactile materials and graphics systematically. Confidence was strongest for verbal mediation and classroom organisation, but weaker for pre-braille readiness and some play and assessment adaptations. Resource availability was a major constraint: early braille readers and books, tactile learning materials, and assistive technologies were largely unavailable or insufficient, alongside limited access to relevant professional development. Overall, the findings suggest that teachers employ practical inclusion-oriented strategies but require targeted capacity-building and improved resourcing to strengthen consistent, high-quality ECE provision for learners with visual impairment in Ghana’s schools for the Blind.