The role of integrating technology in teaching numeric skills to children with visual impairment in Gujranwala, Punjab, Pakistan

Abstract

Visually impaired children face mathematics problems at the class level and have hurdles in learning basic numeric skills. This situation calls for action research to identify the effects of integration technology on teaching visually impaired children's basic numeric skills. This study has been conducted by integrating the technologies in teaching basic numeric skills to children with visual impairment through practical action research. The study population included visually impaired students at the Government Institute for Blind Gujranwala, District Gujranwala, Pakistan. Action research impacts technology integration in teaching children with visual impairment (CVI) basic numeric skills. The study was taken from practical 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 ten days of intervention planned to teach them different assistive technologies. Two instruments, a pre-test and a post-test, were used to collect the data. The study shows a qualitative difference among the students in learning basic numeric skills. The students faced many issues in solving basic numeric skills. The results also indicate that a lack of skills in mathematics subjects to use integration technologies is a big challenge for teachers.