Original Research

Teaching science and mathematics to students with visual impairments: Reflections of a visually impaired technician

Mbulaheni Maguvhe
African Journal of Disability | Vol 4, No 1 | a194 | DOI: https://doi.org/10.4102/ajod.v4i1.194 | © 2015 Mbulaheni Maguvhe | This work is licensed under CC Attribution 4.0
Submitted: 06 May 2015 | Published: 04 November 2015

About the author(s)

Mbulaheni Maguvhe, Department of Inclusive Education, University of South Africa, South Africa


This study reports on factors that limit the participation of blind and partially sighted learners in mathematics and science education. Since the teacher, still remains one of the most crucial factors in any education system, the researcher deemed it important to investigate the role of the teacher as understood by a blind technician in promoting the participation of blind and partially sighted learners in mathematics and science subjects, which few of these learners take beyond primary school. A case study was conducted interrogating a blind technician, who regards himself as an unqualified scientist, in his understanding of various school factors that could entice blind and partially sighted learners to participate in mathematics and science education, and to promote their retention in related professions. The participant thus drew from his own experiences of the school environment and wider concentric social institutions. A semi-structured interview schedule was followed and the responses were recorded by mutual consent. Analysis was conducted based on questions put to the participant. The study revealed that teacher motivation and mentorship in mathematics and science methodologies and the use of tools for learner empowerment are lacking. It further revealed that teachers lack the requisite skills in special education to harness learner potential in mathematics and science. This situation necessitates government action in teacher training and development.


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