in the class would be meaningful to the visually impaired child. When sighted children
solve problems of the exercises, let him solve as many problems as possible.ix) In doing so, the child will be able to ask the regular teacher doubts, if any, regarding
the content of that lesson. If he needs any assistance regarding the format and the
presentation of reading materials, he could consult the resource teacher too.
x) The child should be asked to write the steps used for solving the problems. The
procedure should be written by the child. One or two problems solved in the class can
be transcribed into print for the mathematics teacher. Going through this format will
help the teacher to understand the difficulties of the child in the presentation and
interpretation of the results. It will also help the teacher in understanding the difficulties
of the child in learning the content. This is the easiest process of diagnosing the
difficulties of visually impaired children in learning mathematics.
xi) As a follow-up, teachers can conduct some tests for the child. This extra drill is
necessary for the visually impaired child. These types of tests may help the child to
undertake his mathematics examinations with confidence.
xii) The practice should not stop only with writing. The teachers can ask the visually
impaired child to explain the procedure orally. This would enrich the understanding of
the child in that content area.
When the above-said procedure is followed without any discontinuity at least for one full
year, the child will be able to show significant and substantial development in his learning
of mathematics. Mathematics learning is not difficult, but it is a long process which makes
the child and the teacher feel it difficult. This is not achieved overnight; this needs continuous
effort. “Mathematics is difficult for visually impaired children” - this statement is absolutely
subjective. Some children like mathematics, some do not. Some teachers are interested in
teaching mathematics and some others are not. But as a teacher of visually impaired
children, one should have the basic faith and confidence in teaching mathematics.
In short, with proper material, good coordination and with a thorough follow-up of the
learning, mathematics can be made easier for visually impaired children.