In Ghana, learners with visual impairment are paired with sighted peers. These peers, often called readers, assist their classmates with visual impairment by describing visual materials, explaining classroom demonstrations, reading notes aloud and helping with other learning activities.
However, as the author of this blog notes, the “readers” are learners themselves not teaching assistants, they might not understand what is being taught and have their own learning needs.
“Inclusion should not be simply understood as access to classrooms, but as access to equitable opportunities for meaningful participation. Teachers require practical preparation and support to make STEM content accessible, particularly when teaching concepts heavily involve visual representations. This includes developing skills in verbal description, adapting learning materials and designing lessons that minimise visual barriers.”