Quest in Education April 2018.pdf

Abstract

Basic Mathematics education is crucial to primary and secondary education, which is the base for higher education. The level of mathematics teaching and learning in India for the visually impaired is at a very nascent stage currently. A large number of students tend to drop out of studying mathematics in Class 8 in school as various state boards have the provision for them to take substitute subjects. Although this is an optional choice, however, over a period of time it has become the default choice. Even if students with visual impairment (VI) do pursue math during secondary school they continue doing grade 7 math till grade 10. This is due to lack of services and resources and apprehensions of teachers, parents and students themselves. Today technology in the field of education for the VI has also advanced; however, either there is lack of awareness on the part of students or lack of awareness and skills amongst teachers in the knowledge and use of these tools and assistive technology available to facilitate mathematics learning for these users. As a result of this students with VI do not pursue science, technology, engineering and mathematics (STEM subjects) for their higher education which limits their career choices and growth. In order to make inclusive education truly successful it is important to provide equal opportunities to “ALL” students. This conceptual paper emphasizes the need to prepare all the 21st century students for a global society. It focuses on the need to enhance learning of mathematics for students with VI and initiating effective teacher training programs for teachers for the visually impaired so that teaching mathematics is made available and easier at secondary level. In conclusion this paper puts forth the solutions for accessibility of math subject for the visually impaired.