Abstract
With this study, it is aimed to improve the calculation skills of visually impaired children in elementary grades. In this context, it is expected that mathematical calculation skills will gain meaning and target behaviours will be changed with the help of technology for visually impaired children. The study group of the study consists of 78 primary school students who continue to study in voluntary primary school classes. The research was conducted in the fall academic year of 2021–2022. In the study, elementary school students were given training on calculations in a 4-week classroom environment in order to gain calculation and mathematical skills. In the study, the ‘calculation skills’ measurement tool was used to collect data. The measurement tool used in the study was delivered to primary school students with the help of their families and collected. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that the calculation and mathematics skills of primary school students have a positive effect on education, as well as on motivation in their studies.
 Keywords: Elementary school students, calculation skills, visually impaired students;
Highlights
When the contents prepared for the orientation and independent movement skills of visually impaired students are examined, it is seen that an assessment tool is offered
Wearable technology for the visually impaired students of economically less privileged is easy to use for the visually impaired and potentially low-cost solution that offers the results of research in the context of this research; they achieved this result when combined with vision; it is seen that the results of strengthening the calculation skills of students with disabilities have been achieved
The value of elementary school students was examined and detailed information on visually impaired as a result of computer usage times in light of the results showed more than 5 hours; these computers with voice commands for applications were designed with visually impaired elementary students; these technologies were used with the help of the families of each student and a habit was gained
Summary
When the contents prepared for the orientation and independent movement skills of visually impaired students are examined, it is seen that an assessment tool is offered. It is not known whether norm studies were carried out while developing the evaluation tool on this resource (Huff Jr et al, 2021). Due to the lack of a standard assessment tool in the world, these assessments are being tried to be carried out with observations that vary from person to person This situation is an obstacle to determining rational goals and achieving independence for people with visual disabilities who have a wide age gap (Bilyalova et al, 2021). As a result of the implementation of a standard assessment tool, it will be possible to create an individualised education plan (BEP) for the student; conduct studies on orientation and independent movement skills; and test their progress
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