The role of integrating technology in teaching numeric skills to children with visual impairment in Gujranwala, Punjab, Pakistan
DOI:
https://doi.org/10.47264/idea.jhsms/4.1.15Keywords:
visually impaired, visually impaired children, basic numeric skills, assistive technology, integration technology, visually impaired studentsAbstract
Visually impaired children face mathematical difficulties at the class level and encounter hurdles in learning basic numerical skills. This situation calls for action research to identify the effects of integrating technology on the basic numeric skills of visually impaired children. This study has been conducted using an integrated approach to teach basic numerical skills to children with visual impairments through practical action research. The study population comprised visually impaired students at the Government Institute for the Blind, Gujranwala, District Gujranwala, Punjab, Pakistan. We studied the impact of technology integration on the teaching of basic numerical skills to children with visual impairment (CVI). The study was conducted using action research in the institution where the researchers taught visually impaired students in the classroom. Seven visually impaired students were the participants in this research. Researchers implemented a 10-day intervention designed to teach them various assistive technologies. Two instruments, a pre-test and a post-test, were used to collect the data. The findings show a quantitative difference among the students in learning basic numeric skills. The students faced many issues in solving basic numerical skills. The results also indicate that mathematics subject-matter instructors lack the skills to use integration technologies in the classroom.
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