Hill Publishing Group | contact@hillpublisher.com

Hill Publishing Group

Location:Home / Journals / The Educational Review, USA /


Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom

Date: January 22,2021 |Hits: 4288 Download PDF How to cite this paper

Daniel L. Mpolomoka*, Masika Monde Sakai

Zambian Open University, Zambia.

*Corresponding author: Daniel L. Mpolomoka


This paper is based on a lived teaching experience at Lions School for the Blind in Ndola, Copperbelt Province in Zambia. The main objective of this study was to explore screening assessments, intervention and teaching strategies employed by the teacher in a classroom of learners with language disorders and have visual impairment. A purely qualitative research employing a case study method. Observations, interviews and document review were the main data collection tools used. The data collected were analysed descriptively and thematically. Findings reveal gaps in screening assessment, intervention and teaching used by the teacher. While these gaps uncover areas to work on and improve practice, the teacher exhibited knowledge and skill in handling learners with language disorders who visual impairments as well. Many of the challenges encountered are structural and require attention of both the school and government authority intervention.


Abosi, O. (2007). Educating children with learning disabilities in Africa learning Disabilities. Research and Practice, 22(3), 196-201.

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & The CATALISE Consortium. (2016). CATALISE: a multi-national and multidisciplinary Delphi consensus study. Identifying language impairmentsin children. PLOS One, 11(7), e0158753. doi:10.1371/journal.pone.0158753

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & The CATALISE Consortium. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology & Psychiatry. doi:10.1371/journal.pone.0158753 

Botting, N., Toseeb, U., Pickles, A., Durkin, K., & Conti- Ramsden, G. (2016). Depression and anxiety change from adolescence to adulthood in individuals with and without language impairment. PloS One, 11(7).

Conti-Ramsden, G., Durkin, K., Mok, P. L., Toseeb, U., & Botting, N. (2016). Health, employment and relationships: correlates of personal wellbeing in young adults with and without a history of childhood language impairment. Social Science & Medicine, 160, 20-28.

Davis, S., Shisca, D., & Howell, P. (2007). Anxiety in speakers who persist and recover from stuttering. Journal of Communication Disorders, 40, 398-417.

Durkin, K., Toseeb, U., Pickles, A., Botting, N., & Conti- Ramsden, G. (2016). Learning to drive in young adults with language im-pairment. Transport research part F: Traffic psychology and behaviour, 42(1), 195-204.

Godecke, E., Armstrong, E. A., Rai, T., et al. (2016). A randomized controlled trial of very Early Rehabilitation in speech after stroke. Int J Stroke, 11: 586-92.

Irish Association of Speech and Language Therapists. (2017). Supporting children with developmental language disorder in Ireland: IASLT Position paper and guidance document 2017. Available at: http://iaslt.ie/attachments/DLD%20Position% 20Paper%20FINAL%2023MAY2017.pdf. 

Klem, M., Hagtvet, B., Hulme, C., & Gustafsson, J. E. (2016). Screening for language delay: growth trajectories of language ability in low and high performing children. Journal of Speech, Language and Hearing Research, 59(5), 1035-1035.

Lewis, R. B., & Boolarg, D. H. (1988). Teaching Special Students in the Main stream (2nd ed). Columbus: Merrill Publishing Com-pany. 

Martin, D. (2003). Speech and language difficulties in the classroom. Washington: Taylor and Francis.

Michael O'Sullivan, Sonia Brownsett, & David Copland. (2019). Language and language disorders: Neuroscience to clinical practice.

Pract Neurol, 19: 380-388.

Rebecca J. McCauley, Marc E. Fey, & Ronald B. Gillam. (2017). Excerpted from Treatment of Language Disorders in Children. (Second Edition). London: Brookes Publishing (www.brookespublishing.com). 

Rhea, P. (2001). Language Disorders from Infancy through Adolescence: Assessment and Intervention (2nd ed.). St Louis: Mosby.

Sliwinska, M. W., Violante, I. R., Wise, R. J. S., et al. (2017). Stimulating Multiple-Demand cortex enhances vocabulary learning. J Neurosci, 37: 7606-18.

Scott, L. (2009). Helping stutterers. Education Digest, 74(8), 59-62.

Toseeb, U., Pickles, A., Durkin, K., Botting, N., & Conti-Ramsden, G. (2017). Prosociality from early adolescence to young adulthood: A longitudinal study of individuals with a history of language impairment. Research in Developmental Disabilities, 62, 148-159.

How to cite this paper

Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom

How to cite this paper: Daniel L. Mpolomoka, Masika Monde Sakai. (2021). Teaching Visually Impaired Learners with Language Disorders: A Reflective Encounter in a Classroom. The Educational Review, USA5(1), 11-16.

DOI: http://dx.doi.org/10.26855/er.2021.01.003

Free HPG Newsletters

Add your e-mail address to receive free newsletters from Hill Publishing Group.

Contact us

Hill Publishing Group

8825 53rd Ave

Elmhurst, NY 11373, USA

E-mail: contact@hillpublisher.com

Copyright © 2019 Hill Publishing Group Inc. All Rights Reserved.