Final Cover - For Printing

The feedback received by the development team was very
encouraging. The mathematics teachers who did not have
experience in teaching children with visual impairment
felt that that the instructional package would not only
be useful for special teachers but for all who teach
mathematics. The special education teachers felt that
the instructional materials would be of great use for non-
mathematics special teachers in teaching mathematics
to visually impaired children in the right manner.

In order to substantiate the views expressed by the teachers who attended the workshop,
children with visual impairment studying at the secondary level were brought to the classroom
for demonstration purposes. The teachers were asked to select concepts from the secondary
level materials, prepare necessary teaching aids and teach those concepts to children with
visual impairment and determine their level of comprehension of the concept introduced.
The results exceeded the best expiations of the development team. The demonstration
classes, which lasted for the whole day, were useful
from the point of view of both the learners and
teachers. Visually impaired children too expressed
their enthusiasm and said they could easily
understand mathematical concepts when so vividly
presented in incremental steps. At the end of the
session, it was the unanimous view of all that the
evolving mathematical package would be useful
for the following purposes:

1. To orient the mathematics teachers in regular classes to understand the techniques to
   be adopted in converting visual ideas of mathematics into non-visual experiences so
   as to help children with visual impairment understand the concepts clearly.


2. To assist the non-mathematics special teachers to understand the content in
   mathematics at secondary level so as to teach visually impaired children effectively.


3. To help teacher training programs to present mathematical codes, instructional methods,
   and mathematical devices to the trainees in an understandable manner.


4. To conduct summer programs for secondary level children with visual impairment to
   teach mathematical concepts and codes so that their learning of the subject is enriched.

Concept Development

Learning by doing