Strategies Employed by Teachers When Using Assistive Technology to Teach Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya

Abstract

There has been a problem in Mathematics of learners with Visual Impairments as a result of inadequate Assistive Technology and reluctance of teachers to apply appropriate teaching strategies when teaching Mathematics using Assistive Technology in special primary schools. With this regard, this study sought to identify strategies employed by teachers when using Assistive Technology to teach Mathematics to learners with Visual Impairments in special primary schools in Kenya. A descriptive research design was adopted to carry out the study. Purposive sampling technique was applied to sample classes 7 and 8 from the five selected special primary schools in Kenya. Classroom observation schedule was used to gather the information. Study data which was qualitative in nature was analysed manually through identification, examination and interpretation of patterns and themes in textual data. The study established that teachers of Mathematics used inappropriate teaching strategies while teaching Mathematics to learners with Visual Impairments. The study concluded that; inappropriate use of teaching methods and instructional strategies is real and this has contributed to lack of interest in working out Mathematics problems leading to a decline of Mathematics performance. The study recommends that the government through Ministry of Education to conduct regular classroom supervisions to ensure efficient use of appropriate teaching strategies in the special primary school in Kenya.