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Assessing Challenges Faced by Learners with Visually Impairment in Teaching and Learning Mathematics. A Case Study of an Inclusive High School in Lesotho
Abstract
Globally, there is a growing trend that places emphasis on inclusive practices that focus on addressing disparities in access to quality education for individuals with visual impairment especially in developing countries. This qualitative case study assessed the challenges that learners with visual impairment face in studying Mathematics. Drawing on interviews and classroom observations involving 15 visually impaired learners, 5 teachers and 3 visually impaired graduates at an inclusive high school in Lesotho, the study explored the complex nature of these challenges, stemming from inadequate access to learning materials, difficulties in understanding visual concepts and communication barriers. Using thematic analysis, the finding indicated the necessity of accessible teaching strategies and robust support systems tailored to the needs of learners with visual impairment for future employability in numeracy-based careers. Recommendations arising from the study include integrating assistive technologies, adapting teaching methods, developing individualized education plans and improving assessment practices to ensure equitable evaluation for the visually impaired.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 3238
Country
Lesotho
Region
Africa
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Adobe PDF, 319.25 KB
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Date
2025-09
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Corporate Author
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Publisher
Commonwealth of Learning (COL)