Teachers’ approaches to teaching mathematics to students with visual impairment at Adidome senior high school in Volta region of Ghana

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.