INFLUENCE OF MATHEMATICS BRAILLE PROFICIENCY ON MATHEMATICS PERFORMANCE AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SELECTED SPECIAL SECONDARY SCHOOLS IN KENYA

Authors

  • Martin Obiero Okumu Head of Department, Public Information Services, Kenya Institute for the Blind, Kenya
  • Margaret W. Murugami Dr., Senior Lecturer, Department of Early Childhood and Special Needs Education, Specialization: Visual Impairment, and Inclusive Education, Kenyatta University, Kenya
  • Lubna M. Mazrui Dr., Lecturer, Department of Early Childhood and Special Needs Education, Specialization: Visual Impairment, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejse.v7i2.3827

Keywords:

mathematics Braille proficiency, learners with visual impairment, mathematics performance

Abstract

The purpose of this paper is to report some of the findings of a study which investigated the influence of mathematics Braille proficiency on mathematics performance among learners with visual impairment in selected special secondary schools in Kenya. In this study, descriptive design was used with a sample size of 55 respondents comprising of head teachers, mathematics teachers and learners with visual impairment in two special secondary schools. The study respondents were purposively sampled. Findings on the level of mathematics braille proficiency possessed by learners with visual impairment; and the relationship between mathematics Braille skills and mathematics performance are reported. These findings demonstrate a very low level of mathematics Braille skills; and there was a significant positive relationship between mathematics braille proficiency and mathematics performance, particularly among touch readers. These findings confirmed that lack of mathematics braille proficiency contributed to poor mathematics performance. On the basis of these findings, some recommendations are provided.

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Author Biographies

  • Martin Obiero Okumu, Head of Department, Public Information Services, Kenya Institute for the Blind, Kenya
    Mr. Martinn Obiero Okumu is a Masters student in Kenyatta University. He is a lecturer at Kenya Institute for the Blind. He heads a department known as public information services.
  • Margaret W. Murugami, Dr., Senior Lecturer, Department of Early Childhood and Special Needs Education, Specialization: Visual Impairment, and Inclusive Education, Kenyatta University, Kenya
    Dr. Margaret Murugami is a senior lecturer in the department of Early Childhood and Special Needs Education in Kenyatta University. She is a specialist in the area of visual impairment and inclusive education. She has a doctoral degree from University of South Africa with specialization in inclusive education. Margaret has taught courses in braille at undergraduate and postgraduate levels. Among her research interests are disability and identity, identity and psychological well-being and braille proficiency among students and teachers and has substantial publications in these areas.
  • Lubna M. Mazrui, Dr., Lecturer, Department of Early Childhood and Special Needs Education, Specialization: Visual Impairment, Kenyatta University, Kenya
    Dr. Lubna Mazrui holds a doctorate in Special Needs Education and is currently a lecturer at Kenyatta University’s Department of Early Childhood and Special Needs Education. As a person with a visual impairment, she is a user of Mathematics Braille code and has taught braille at undergraduate level. She also possesses knowledge on assistive technology assessments for learners with disabilities, and on training in the use and care of assistive technology products for persons with visual impairment. Among Lubna’s research interests are disability rights, inclusive education, and identity and psychological wellbeing of learners with and without disabilities. She has publications in these areas.

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Published

2021-07-02

Issue

Vol. 7 No. 2 (2021)

Section

Articles

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