Vol. 4, Issue 2, Part D (2018)

Abstract
The study is based on the teaching and learning strategies Molefi Senior Secondary School in Botswana adopts to support students who are blind. The interviews, documents and observations were used to collect data. The data was broadly analysed using descriptions. The research study established that there are a variety of pedagogical practices used to support students in the teaching and learning processes to accommodate students who are blind. It is recommended that the school casts its net even wider to embrace more key stakeholders like parents. The school should further consider more participatory and exploratory teaching and learning styles. This makes it difficult for visually impaired (VI) or partially sighted students included in regular classrooms to learn the concepts. Blind students on the other hand, have no visual input at all. The results of the data obtained via interviews and observations revealed that VI students need instructional and environmental accommodations to learn science.