The Role Of Language In The Teaching Of Art And Design To Visually Impaired Pupils: A Case Study Of Copota School For The Blind In Masvingo District In Zimbabwe.

Learners who are visually handicapped face unique challenges in the education system or precisely in the learning of art, particularly those who were born blind. Yet with more radical changes to teaching and medium of instruction, learners who are blind can perform to their maximum potential. This study focused on establishing how language as a medium of communication can enhance or impede the acquisition of art skills and content. It also aimed to establish which form and type of language is effective and to what extent. A qualitative research paradigm was adopted as suitable for this case study of Margreth Hugo School for the blind in Masvingo province in Zimbabwe. Purposive sampling was employed to select two teachers and their classes, that were observed teaching art and for the interviews. Therefore three data collection methods namely, observation, interviews and document analysis were used. Results among other things indicated that language, first or second, is critical in the teaching of art to the visually handicapped. Visually handicapped learners can learn and make some form of art regardless of their situation. Recommendations have been brought forward to develop a rich adjectival dictionary that can enhance description of art works and art skills to the visually handicapped