Disablers of teaching mathematics to visually impaired learners: a case of Sefula School in zambia

Abstract

This study aimed to identify the disablers of teaching and learning Mathematics to Senior Secondary School learners with visual impairment (VI) in an inclusive classroom at Sefula Special School Zambia. Many developing countries face obstacles in implementing inclusive education which poses a challenge in delivering quality educational services to learners with special educational needs. Common barriers that constitute the main disablers in this case may range from inclusive policies to assistive technologies for inclusive education currently in place. In Zambia, the challenges may be exacerbated by inadequately trained Special Education teachers. To explore such disablers, the study applied the qualitative approach. It purposively drew a sample of 11 participants, i.e. 8 visually impaired Senior Secondary School learners and 3 teachers of mathematics in an inclusive classroom. The in-depth interviews and focus group discussion (FGD) qualitative methods of collecting primary data were applied, using open-ended and semi-structured interview guides as instruments for data collection.  Secondary data were also collected existing literature. The data were analysed thematically. Lack of resource material, lack of access to ICT, teachers’ negative attitude towards learners with Visual impairment and the lack of trained Special Education teachers in school, inflexible teaching methods and rigid assessment methods emerged as main themes in the study. The study contributes to the practice of teaching and learning as the findings would enhance   the teaching and learning of the mathematics through modified teaching methods, creation of inclusive classroom environments and mentorship and coaching programmes among teachers. Assessment and evaluation would be enhanced through modified assessments and assistive devices to meet the diverse needs of learners. The study has an impact on the policy and advocacy as its absence result in draining tremendous efforts made towards inclusive teaching of mathematics. Researchers recommended to the Ministry of Education the need to devise a curriculum for learners with VI, to invest more in producing mathematics material for learners with VI, enhance CPDs by TCZ to equip teachers with inclusive teaching methodologies so as to improve teacher preparedness to deliver inclusive lessons to meet diverse needs of learners