Visually impaired children face many learning challenges. This study examined mathematics teaching materials and assessed the mathematical performance of kindergarten-age visually impaired children.
Four mathematics textbooks were analyzed. Three educators determined if they were standards-based and appropriate for visually impaired children. One textbook was developed for use with visually impaired children and one was used with visually impaired children. To a degree, all were found to be standards-based. There was variability among them in terms of the characteristics expected for quality materials.
A mathematics unit was taught in a kindergarten classroom including visually impaired and sighted children. Results from the instructional unit were based on data from three visually impaired students. Interviews provided background data. Daily lessons were designed to accommodate individual students’ needs. Results confirm the importance of individualized instruction and individualized assessments for visually impaired children. Using tactile manipulatives seemed to enhance learning.
|Commitee:||Capps, Lelon R., Frey, Bruce, Nielsen, Diane C., White, Steven H.|
|School:||University of Kansas|
|Department:||Curriculum and Teaching|
|School Location:||United States -- Kansas|
|Source:||DAI-A 70/04, Dissertation Abstracts International|
|Subjects:||Mathematics education, Special education, Curriculum development|
|Keywords:||Children, Mathematics, Standards-based, Teaching strategies, Textbooks, Visually impaired|
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