PARTICIPATION OF BLIND STUDENTS IN MATHEMATICS LESSONS: THE CASE OF RAS MEKONNEN PRIMARY SCHOOL HARARI REGIONAL STATE

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.