Abstract:
The purpose of this study was to assess the participation of blind students in mathematics
lessons in Ras Mekonnen Primary School, Harari Regional State;Harar. Qualitative case
study was employed to carry out this study. For this study, Ras Mekonnen Primary
School was selected purposely. Participants (5 teachers and 16 students) were selected
using purposive sampling technique. Observation, interview and Focus Group Discussion
were used to collect data from Ras Mekonnen Primary School. The result of the study
revealed that, Blind students' participation was low. The study showed that lack of basic
in-service training for teachers, inadequate teaching and learning materials, large class
size, no standards to code Braille, unavailability of relevant teaching and learning
materials and absence of blind students’ specific syllabus in math are the major factors
affecting the participation of blind learners in mathematics class. The result of the study
revealed that, classroom interactive activities were not implemented properly due to
teachers' domination, teachers' lack of awareness to interactive activities, teachers' unfair
treatment, students' negative attitudes towards mathematics subject, lack of confidence of
students and speaking experience in front of people, students' earlier experience and
improper seating arrangement. The study also established that blind students were not
accorded adequate opportunities to participate in mathematics lessons resulting from
different factors. Based on these findings, the study concludes and recommends that
appropriately qualified teachers be deployed to teach at the school for the blind
students, that all primary mathematics teachers learn the basic modules in Special Needs
during training. The study also recommends for the government to assist the school for
the blind students to import the much needed teaching and learning equipment.
