Examining Teacher Knowledge of Visual Processing Disorders: Proposal

This report presents a comprehensive research proposal focusing on visual processing disorders (VPD) in the context of South African foundation phase classrooms. The study aims to assess the levels of knowledge among teachers regarding VPD, which affects children's ability to process visual information, impacting their learning and comprehension. The research will employ a qualitative approach, incorporating a descriptive and contextual theoretical framework, to explore teachers' awareness of VPD symptoms, classroom strategies, and available resources. The primary research question investigates teachers' knowledge of VPD, while secondary questions delve into their perceptions of classroom accommodations and available educational resources. The research objectives include examining teacher knowledge, identifying effective classroom strategies, and evaluating available South African resources for students with VPD. The methodology includes teacher interviews and analysis of existing literature. The study seeks to contribute to the development of effective teaching practices and support systems for children with VPD, ensuring they receive appropriate support during their foundational learning years.