Teaching Geography to Visually Impaired Students in Nigerian Secondary Schools: Issues for Consideration

Abstract

This paper attempts to examine the possible issues that should be taken into consideration while carrying out classroom pedagogy in the teaching of geography to visually impaired secondary school students in Nigeria in the wake of the education reform agenda. Taking cognizance of the effect of visual impairment on this category of special needs children, the paper attempts to identify some of their educational needs, cost implications, basic concepts and components as they may affect the visually impaired as well as attempt to identify problems that could interfere with the teaching of geography to the visually impaired. Furthermore, the paper attempts to take a close look at the classroom pedagogic issues that may relate to the teaching of the subject to visually impaired students with particular reference to supervision, administration and funding as well as proffer useful recommendations and suggestions on the best way to effectively teach geography to visually impaired students in Nigerian secondary schools.