Anatomically correct models for visually impaired learners: Teachers’ perspectives

Abstract

Background: Despite anatomically correct models (ACMs) being recommended internationally for their ability to serve as real-life, age-appropriate, and practical models in comprehensive sexuality education (CSE) for learners with visual impairment, there is still limited research exploring South African teachers’ views regarding their use. Objectives: The aim of this study was to explore how South African teachers of learners with visual impairment view the use of ACMs during their CSE lessons. Method: This study used a qualitative approach and an exploratory, multiple case study research design. A total of 36 teachers from five schools for the blind were convenience sampled and data were generated via focus group discussions. The theory of planned behaviour underpinned this study, while data were analysed thematically. Results: Most teachers reacted with fear and resistance towards the use of ACMs in their teaching. Their responses were based on embarrassment, shame, and discomfort in handling the models. Part of the reason for this was that most teachers had not received prior teacher education about the use of the models. Some teachers falsely believed that ACMs were pleasure-enhancing devices. Others recommended their use only for blind learners, while yet others stated that they would use ACMs because of their practical value. Conclusion: Findings suggest that future research is needed on how best to engage the teachers of learners with visual impairment in self-awareness and desensitisation teacher training. Recommendations for a critical teaching framework, revisions to the CSE curriculum, as well as guidelines for teacher education are provided to facilitate teachers’ use of learners with visual impairment ACMs in their CSE lessons.