| Insights Of Learners With Visual Impairment Towards Mathematics Education In Ugandan Secondary Schools.
G. W. Kutosi, Kyambogo University, Uganda.
geowilkuts@gmail.com
This report is part of an on-going larger research study investigating strategies for enhancing the quality of mathematics education for learners with visual impairments in Ugandan secondary schools. The findings are from studies conducted in two of six randomly sampled secondary schools which practice integration for learner with visual impairment in Uganda, focusing on learners’ own insights on mathematics education. The study was prompted by concerns on the perpetual poor results of learner with visual impairment in mathematics through the years. It sought to assess the views of the learners on various aspects of mathematics education. Findings indicated learner with visual impairment desire to have the curriculum content restructured, ICT utilized in the teaching process and shows a preference for visually impaired mathematics teachers instead of sighted ones. It also finds that learner with visual impairment appreciated the importance of learning mathematics in their future careers and agree to it being compulsory, but indicates dismal cooperation by sighted peers in the subject. Recommendations include review and adaptation of the mathematics curriculum, urgent re-skilling of current and training of more teachers, and more focused support from stakeholders towards mathematics education.
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