Abstract:
This study examines the typical challenges that learners with visual impairment encounter as they engage in the various activities in mathematics learning in secondary schools. The study adopts a constructivist epistemology, using a multiple-case study design to generate rich descriptions of the interface, experiences, opinions, internal states, feelings and emotions of learners with visual impairment in mathematics. A convenience sample of 11 learners with visual impairment, 11 parents and 3 school managers was chosen for this study. Data collection methods included in-depth interviews, participant observation and non-participant observation. The study found that the challenges which learners with visual impairment faced were deeply rooted in the definitions of disability, that focused either on the medical or social perspectives as defined in extant literature. The study recommended the need to perceive visual impairment and other disabilities as aspects of human diversity and not as deficits, the need to recognise the existence of two groups of learners (with disabilities and without disabilities), who require different learning approaches and methodologies, the need to provide adequate teaching and learning resources and the need to equip the teaching personnel with adequate skills and competencies. In an attempt at overcoming negative stereotypes and improving performance in mathematics for learners with visual impairment in secondary schools, the study proposes ‘Blind Mathematics’ as an appropriate Mathematics Curriculum for such learners.
