Abstract:
This case study was to find out the approaches teachers’ use in teaching mathematics
to students with visual impairment at Adidome Senior High School in the Volta Region
of Ghana. Sixteen students with visual impairment were purposively sampled from a
population of 19 students. Data were gathered using a semi-structured interview guide.
Data were coded and analyzed using the thematic approach. Results of the study
indicated that the teachers employed strategies such as peer tutoring, co-operative
teaching and explicit instruction in teaching mathematics to students with visual
impairment. Also, the results revealed that teachers did have access to varieties of
teaching and learning materials for use in teaching mathematics to students with visual
impairment that enabled them to better understand mathematical concepts. It was
recommended that teachers should make intensive use of explicit instruction, guide peer
tutors, cooperative teaching and manipulatives as strategies in teaching mathematics to
students with visual impairment. Again, it was recommended that the head-teacher
should make sure students with visual impairment are provided with teaching and
learning materials such as scientific talking calculators, abacus and others for the
learning of mathematics. Finally, it was recommended that the school should
periodically train teachers who teach mathematics to students with visual impairment.
Description:
A Thesis in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfillment of the requirements for
award of the Master of Philosophy (Special Education) degree.
OCTOBER, 2018