INSTRUCTIONAL STRATEGIES
Provision of suitable teaching learning materials for all subjects in general, and
mathematics in particular, is a vital ingredient in the education of children with visual
impairment. Teaching-learning materials assist the teacher of the visually impaired
child in teaching concepts effectively.
The concepts presented in this section are not only meant for mathematics teachers,
but also for the non–mathematics teachers to know mathematical concepts thus
enabling them to become better teachers of visually impaired children. The
instructional strategies are prepared to help teachers to get an idea of how to go
about in handling a child with visual impairment in a mathematics class.
Conversion of visual ideas into non-visual ideas
A child with visual impairment can learn better if a visual idea is presented in the form
of a non–visual experience. Any abstract concept when taught to the child supported
by relevant non–visual teaching learning material will certainly arouse the interest of
the learner and contribute to the learning of the ideas in a better way. Generally a
visual idea can be changed into a non-visual experience in six different ways.