Strategies for enhancing the quality of teaching and learning of mathematics for learners with visual impairment in Ugandan secondary schools

The study set out to investigate the strategies for enhancing the quality of teaching and learning of mathematics for learners with visual impairment (LWVI) in Ugandan secondary schools. The drive came from the perpetual poor results manifested at various levels of assessment in secondary school mathematics for LWVI. The study objectives were: examining the adaptations applied in the implementation of the intended mathematics curriculum for LWVI; investigating teachers’ pedagogical competencies in teaching mathematics to LWVI; assessing the attitudes among LWVI and non-visually impaired learners (NVIL) towards integration in teaching and learning of mathematics in the schools and analysing the type and level of stakeholder support towards enhancing teaching and learning of mathematics for LWVI. The Mixed methods Research (MMR) approach was followed using the Concurrent Triangulation design for data collection and analysis. Five integrated secondary schools and five stakeholder agencies were sampled in the study, overall involving N =629 participants. Methods used to collect data included questionnaires, interviews, focus group discussions, classroom observations and documentary reviews. Data analysis was done using thematic analysis and hermeneutic analysis (qualitative) and with the help of the SPSS Version 20 Software to obtain Reliability coefficients, Factor Analysis and computation of modes and percentages (quantitative). The study findings showed that the implementation of mathematics curriculum involved multiple types of adaptations which were not coordinated among the integrated schools. Two integration placement modes, namely, mainstream and separate class, were found to be in use in mathematics teaching. There was a paucity of skilled mathematics teachers for LWVI, and curriculum implementation was rather unguided. Teachers generally lacked appropriate specialised pedagogical competences for teaching LWVI. Both LWVI and teachers were found to have a low standard of English braille and mathematics braille. The attitudes of Non-Visually Impaired Learners (NVIL) and teachers were found to be positive towards integration of LWVI in the mathematics class settings. It was found that generally, LWVI had interest in and valued mathematics. Stakeholders, namely the semi-autonomous government agencies of the MoES, NGOs, Local Government authorities and individual philanthropists did not have specific focus on supporting the teaching and learning of mathematics for the LWVI. However, they were positively-oriented to supporting the general education of LWVI. Conclusions drawn from the study include, among others, the fact that inadequate attention had been put towards the teaching and learning of mathematics for LWVI in the secondary schools. Similarly, the curriculum was not adapted uniformly to suit the needs of LWVI and that this needed urgent attention. In addition, there were no qualified teachers in specialised pedagogies to facilitate the for LWVI in secondary schools. Recommendations include the need for proper curriculum guidelines for teachers of secondary mathematics and the teaching of Braille to LWVI in the schools so as to update their knowledge. Further, the MoES ought to come up with a teacher training policy and put up a capacity development programme to train and update the qualifications of the existing teachers in visual impairment studies. All teachers in integrated schools ought to be trained in basic braille skills. Further, stakeholders should have operational linkages and there should be focus on teaching and learning of mathematics for future improvements.