Although a few teachers at Siloe School for the blind – a government institution on a private property –
are familiar with contracted Braille, they do not have any other qualifications related to visual
impairments. It is not the only special needs school that has limited human and financial resources. In
fact it seems to be in forefront compared to many other special schools for the blind that do not even
provide the most basic devices like Braillers. Despite discrete initiatives, like the donation of state-ofthe-
art assistive equipment to Filadelfia School for the Blind (HGR, 2010), majority of learners with
visual impairments cannot hope for obtaining learning material in the appropriate format. A research
study (Maguvhe, 2005) reports that even schools whose primary function is to educate students with
visual impairments lacked both equipment and resources required to accommodate their charge in
science classes. As the report further indicates, even less could be expected of mainstream schools that
have students with visual impairments in their classrooms. What the author of the study also notices is
that teachers still prefer a theoretical approach to learning based on lecturing and memorization. The
same tendency is however present across the board not only in the aspect of teaching sciences to students
with vision concerns.