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

Abstract

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.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 8339
Total article views: 19089

 

Crossref Citations

1. The voice of visually impaired students: Differentiated mathematics instruction in an inclusive class
Sumbaji Putranto, M Marsigit, Elly Arliani
Specijalna edukacija i rehabilitacija  vol: 23  issue: 4  first page: 361  year: 2024  
doi: 10.5937/specedreh23-50095

2. Görme Engelliler Okulunda Görev Yapan Fen Bilimleri ve Matematik Öğretmenlerinin Öğretimde Karşılaştıkları Güçlüklerin Belirlenmesi
Evrim Ural, Mehmet Gazi Aslan
Eğitim ve Toplum Araştırmaları Dergisi  vol: 12  issue: 1  first page: 56  year: 2025  
doi: 10.51725/etad.1630635

3. Özel gereksinimli öğrencilere fen bilimleri öğretimi: Gri literatürün sistematik derlemesi
Salih RAKAP, Hicran DENİZLİ GÜLBOY, Emrah GÜLBOY
Kocaeli Üniversitesi Eğitim Dergisi  vol: 6  issue: 1  first page: 242  year: 2023  
doi: 10.33400/kuje.1241580

4. Evaluation of science and mathematics books used for students with visual impairment in inclusive classrooms in Tanzania
Francis William
British Journal of Visual Impairment  vol: 41  issue: 2  first page: 298  year: 2023  
doi: 10.1177/02646196211036409

5. Enseñanza de las matemáticas en invidentes desde la revisión sistemática
José Enrique Llamazares de Prado, Ana Rosa Arias Gago
Perfiles Educativos  vol: 44  issue: 176  year: 2022  
doi: 10.22201/iisue.24486167e.2022.176.57947

6. Science Teachers’ Experiences Teaching Students with Visual Impairment: A Quantitative Analysis
Sana Qaisar, Rukhsana Bashir, Asma Kanwal
Sustainable Business and Society in Emerging Economies  vol: 6  issue: 2  year: 2024  
doi: 10.26710/sbsee.v6i2.2955

7. Teaching energy in living systems to a blind student in an inclusive classroom environment
Dilek Teke, Mustafa Sozbilir
Chemistry Education Research and Practice  vol: 20  issue: 4  first page: 890  year: 2019  
doi: 10.1039/C9RP00002J

8. Revisão Sistemática da Educação Matemática para Estudantes Cegos: a importância das STEAM nos currículos escolares
José Enrique Llamazares de Prado, Ana Rosa Arias-Gago
Ciência & Educação (Bauru)  vol: 27  year: 2021  
doi: 10.1590/1516-731320210018

9. Open-Source, Tactile 3D Printed Interlockable Tiles Incorporating Valency, Bonding, and Hybridization for Molecular Representation for Sighted and Visually Impaired Students
Ishu Singhal, B. S. Balaji
Journal of Chemical Education  vol: 99  issue: 4  first page: 1708  year: 2022  
doi: 10.1021/acs.jchemed.1c01278

10. Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments
Cicely Hayes, Michael J Proulx
British Journal of Visual Impairment  vol: 42  issue: 2  first page: 544  year: 2024  
doi: 10.1177/02646196221149561

11. Review of Primary Level Curriculum for Students having Vision Related Challenges Formulated by Punjab Textbook Board, Lahore
Muhammad Jahanzaib, Ghulam Fatima, Dur e Nayab
Journal of Business and Social Review in Emerging Economies  vol: 8  issue: 1  first page: 165  year: 2022  
doi: 10.26710/jbsee.v8i1.2155

12. The Role of Assistive Technologies in Enhancing Inclusive Science Education for Students with Visual Impairment: A Systematic Literature Review
Michael Mukhwana, Shankar Lal Bika, Naru Gopal Dey, Sushama Sharma
MIER Journal of Educational Studies Trends and Practices  first page: 351  year: 2025  
doi: 10.52634/mier/2025/v15/i2/2838

13. “I seriously wanted to opt for science, but they said no”: visual impairment and higher education in India
Ruchi Palan
Disability & Society  vol: 36  issue: 2  first page: 202  year: 2021  
doi: 10.1080/09687599.2020.1739624

14. Enablers and disablers to academic success of students with visual impairment: A 10-year literature disclosure, 2007–2017
Francis Simui, Sophie Kasonde-Ngandu, Austin M Cheyeka, John Simwinga, Daniel Ndhlovu
British Journal of Visual Impairment  vol: 36  issue: 2  first page: 163  year: 2018  
doi: 10.1177/0264619617739932

15. Science Learning for Students with Visually Impaired: A Literature Review
Ediyanto, N Kawai
Journal of Physics: Conference Series  vol: 1227  issue: 1  first page: 012035  year: 2019  
doi: 10.1088/1742-6596/1227/1/012035

16. Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment
Airini Erasmi Mbowe, Hassan Iddy
Social Sciences & Humanities Open  vol: 13  first page: 102558  year: 2026  
doi: 10.1016/j.ssaho.2026.102558

17. Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities
Muhammad Shoaib, Donal Fitzpatrick, Ian Pitt
Multimedia Tools and Applications  vol: 82  issue: 29  first page: 46153  year: 2023  
doi: 10.1007/s11042-023-17409-z

18. Enhancing Accessibility in Structural Bioinformatics: A Systematic Review of Interactive Systems for Visually Impaired Users
Vanessa Stangherlin Machado Paixão-Cortes, Juliana Damasio Oliveira, Osmar Norberto de Souza
International Journal of Human–Computer Interaction  first page: 1  year: 2025  
doi: 10.1080/10447318.2025.2545461

19. Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan
Arman Assanbayev, Tsediso Michael Makoelle
Education Sciences  vol: 14  issue: 5  first page: 529  year: 2024  
doi: 10.3390/educsci14050529

20. Teaching journalism by a visually impaired instructor: positive attitudes, assistive technologies, and melting strategies
Ibrahim H. Emara
Media Practice and Education  vol: 25  issue: 4  first page: 309  year: 2024  
doi: 10.1080/25741136.2024.2313686

21. Making Mathematics Accessible to Visually Impaired High School Learners in South Africa: Teachers’ Instructional Approaches, Assistive Devices and Challenges
Mary M. Liaga, Ugorji I. Ogbonnaya, Sonja van Putten
International Journal of Disability, Development and Education  vol: 72  issue: 4  first page: 661  year: 2025  
doi: 10.1080/1034912X.2024.2394810