Enhancing Mathematics instruction for students with visual impairments: Designing an inclusive teaching guide for primary level

Dr. Samina Ashraf; Sayyeda Rabia Basri

doi:10.71085/sss.04.04.377

Authors

Dr. Samina Ashraf Associate Professor, Institute of Special Education, University of the Punjab, Lahore, Punjab-Pakistan
Sayyeda Rabia Basri PhD Scholar, Institute of Special Education, University of the Punjab, Lahore, Punjab-Pakistan

DOI:

https://doi.org/10.71085/sss.04.04.377

Keywords:

Mathematics Instruction, Primary Education, Assistive Technologies, Teaching Strategies, Research and Development (R&D), Accessible Learning Materials, Inclusive Education, Visual Impairment

Abstract

This study, in the quantitative paradigm designed as Research and Development (R & D), is aimed at understanding the instructional challenges faced by selected primary school Grade 1 teachers in teaching students with visual impairment in Punjab. For this purpose, one of the sampling techniques, purposive sampling, was used and it formed a sample of 10% of the total population of Grade 1 students with visual impairment and their teachers. Two structured questionnaires aimed at each group were used for data collection. Determining specific instructional needs and barriers was done through a combination of descriptive and inferential statistical techniques. An Inclusive Guide for Teaching Mathematics was developed based on the results in order to assist teachers in teaching mathematics to students with visual impairments in a more inclusive and effective manner. This study seeks to promote inclusive education by fostering equity within foundational mathematics teaching and learning.