Abstract
The present study aims at investigating the obstacles to learning maths by blind students from the perspectives of students and teachers. The sample of the study consisted of 30 students who are blind or with visually impaired. To learn about the obstacles they faced in learning maths, a questionnaire was employed, which was verified in terms of validity and consistency. In addition, 2 maths teachers at blind schools in the Jordanian capital Amman were interviewed. The results showed that the obstacles were so high by 89, 3%, downwards for the following aspects: administrative 94%, cultural 89% and curricular 85%. The researchers recommend providing supporting programmes and curricula which meet the needs of blind students in Jordan.
Highlights
The integration of students with vision disabilities in school constitutes one of the major challenges in Jordan
The results showed that the device application was easier and more motivating to the blind students’ for learning
Upon field visits to schools which host blind students, it is noticed that such programmes are few or, even, unavailable, attributed to the fact the Ministry of Education gives these students the option of excluding the maths subject from the curricula
Summary
One of the blind students’ fundamental needs in learning maths is mastering different mathematical facts like numbers and calculations in a way similar to sighted students. They have to learn the subject in the same order. To accomplish the blind students’ learning and teaching, it is necessary to identify the factors making such processes a success at schools, as well as the obstacles to their educational progress in all grades, whether they attend regular schools for integration or those special for the visually impaired (Heward, 2006). The present study is aimed at identifying the obstacles to the blind students’ learning maths in Jordan from the students’ and teachers’ perspectives
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