oa Mosenodi - Effects of music-learning on Botswana students with visual impairment
In this paper, we present the result of a detailed investigation and analysis of variables associated with students with visual impairment learning music in Botswana s schools. Data were collected through oral interviews and participatory observation from students with visual impairment and their teachers in primary, junior and senior secondary schools, as well as vocational institutions. Also, the interviews were extended to a rehabilitation centre graduate [vocational], who is in the music industry and has released some albums. Moreover, the issue of staff-training was investigated in this research. The findings of the study revealed an acute need for a strong music education programme, which should start at an early learning stage for students with visual impairment, to prepare and nurture their musical talent. The perceptions of students with visual impairment revealed that, given an opportunity, they would pursue music as a career. The findings showing heightened respondents 'interest in and enthusiasm for the discipline further supported the idea that music should be taught in the early stages of development. Such teaching should include playing different musical instruments, in addition to vocal choral / singing which is currently taking place in Botswana schools. Recommendations are made to enhance the development of appropriate and relevant quality of music education for students with visual impairment.
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