**7. Conclusion**

*Experiment and test out new ideas. The basic mode of classroom pedagogy today in most schools has not changed much for decades. It may be worthwhile to consciously create a culture and room for 'disruptive' ideas and technologies and test whether innovations and different approaches work better than the status quo ([66], p. 63).*

Teachers may need to take on a more active role in the prevention, assessment, and intervention in visual problems in children due to the role of vision in all academic activities.

Just like Sumra et al. [66], quoted above, this may be a somewhat disruptive "idea" since the educational and eye health systems must converge to address the visual problems that occur in learning. The eye health sector and the education system have to become partners in working together continuously for the benefit of children with visual problems. Future studies need to explore the exact mechanisms of such collaboration and respective roles further. In any case, more thorough training and education in the area of vision, vision screening, and intervention is a prerequisite for teachers so that they become competent in those areas.

Professional development courses may be a good vehicle to increase knowledge in the area of vision and learning in addition to advanced degrees and more research into this area of education. Collaboration between the education and the eye healthcare system is fundamental for education in the twenty-first century, with educators taking the lead for vision-related problems affecting learning in school.

Before concluding this chapter, an example of a Continuous Professional Development (CPD) course in the area of vision is presented. This CPD program was originally developed at the Western Norway University of Applied Sciences in Bergen for teachers in Norway. This program then was taught to the primary school teachers and faculty staff from Patandi Teachers College in Arusha, Tanzania. In the last paragraph, the elements of the course are highlighted.

#### **7.1 The CPD course,** *Vision for reading and learning*

The CPD course, *Vision for reading and learning*, has been taught at the Western Norway University of Applied Sciences, HVL, to teachers in Norway since 2010. In 2016, HVL, was awarded project funds for the project, *Securing education for children in Tanzania* (2017–2021), from the Research Council of Norway, NRF, in cooperation with Innovation Norway and NORAD, the Norwegian Agency for Development Cooperation. Project partners were Patandi Teachers College for Special Needs Education, Tanzania, and University of Applied Sciences in Koblenz, Germany. The project team included teachers of the visually impaired, vision specialists, social scientists, and engineers. The project aimed to contribute to poverty reduction in Tanzania through improved teacher training in the area of vision through the CPD course. Thirty teachers were educated in the 30-credit post-BA blended learning course *Vision for reading and learning* took place over a period of 2 years (15 students completed the course each year). Instructors from Patandi Teachers College together with the teachers and headmasters from primary schools participated in the course. They all held at least a BA degree or a MA degree from an accredited institution in Tanzania. Most of the students had a teaching endorsement in a special education category, such as visual, intellectual, or hearing impairment. The theoretical foundations of the CPD course consist of elements that were described in this chapter: sensory, attentional, and motoric aspects of vision [38]; principles from rehabilitation programs for vision problems following brain injuries [36]; vision teacher methodology [7, 27, 37]; and behavioral

optometry [6, 33]. In addition, age-appropriate pedagogical principles [67] were considered since students completed their practical training with children in selected primary schools. The goal was that the participants of the course were able to assess a variety of visual functions and plan and administer visual stimulation and education programs and/or refer children to health care, eye clinics, or optometrists for further assessment or refraction when necessary.

The course lectures and classes took place at the college, combined with periods of self-study, and were taught by professors from HVL, Norway, and Koblenz University of Applied Sciences, Germany. Four colleagues from Patandi College, who had successfully completed the first year with *Vision for reading and learning*, assisted in the second round of the course with lectures and hands-on supervision in the following year. In addition, a close 1: 1 supervision was provided by professors and other professionals who had completed the course in Norway previously. The course content consisted of a challenging theoretical basis but also practical component. Students had to learn hands-on how to do assessments and tests and critically evaluate the outcomes and design intervention programs. Examinations were rigorous and aligned with the expectations of HVL. All participants passed the course and used their new knowledge and skills in various positions throughout the school system of Tanzania. All participants grew professionally from the course as it gave them new perspectives on childrens' learning and the important role vision has for education. The new knowledge also influenced the curriculum at Patandi Teachers College of Special Needs for all disciplines including preservice teachers. Currently, a vision assessment center is being developed at Patandi Teachers College to assess children in collaboration with eye health-care providers. In addition, Patandi Teachers College is now planning to conduct CPD courses about vision for in-service teachers throughout Tanzania.
