Teachers’ perceptions on transition practices for students with visual impairments in Botswana

Postsecondary transition planning is a critical process for all students, including those with visual impairments. In Botswana, limited research has been conducted on teachers’ perceptions on the extent to which schools provide specific transition services to improve post-school outcomes of students with visual impairments (SWVIs). Hence, the purpose of this study was to explore senior secondary school teachers’ perceptions in Botswana on what secondary school practices improve the post-school outcomes of SWVIs. The study explored transition practices for SWVIs that were consistent or inconsistent with the literature. A quantitative research approach was adopted and 114 teachers participated in this study. Mann Whitney U and Kruskal Wallis tests were run to determine differences in teachers’ perceptions. The findings revealed that most transition practices for SWVIs that have been found from the literature to enhance post-school outcomes also improved post-school outcomes for these youths in Botswana. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.