Teaching Mathematics to
visually impaired children in
low income settings: a review
of the literature
August 2013
Stacy Rowe
© Sightsavers. Registered charity numbers 207544 and SC038110.
Teaching Mathematics to visually impaired children in
low income settings: a review of the literature
Abstract
It has been identified that children with visual impairments (CWVI), residing in low-income
environments experience a considerable deficit in the provision of teaching in the field of
numeracy and mathematics, impacting on their understanding and achievement in the field of
numeracy, mathematics and science more broadly. There is concern that a lack of knowledge
in this area can exclude people from accessing key components in life, such as; core subjects
such as science, or geography; further education; and the opportunity to secure a gainful
employment.
To gain further understanding of the state of teaching mathematics and numeracy with CWVI
in low income settings. The review sought measured results from studies carried out; with
focus on the following key components; teacher training; teaching methods; technology;
policy; and material resources.
There was a significant paucity in the available of relevant empirical data found in this
literature review. The majority of the studies lacked rigour and were primarily anecdotal. The
findings identified two main studies of note, based in Kenya and Zambia respectively. The
review identified very little evidence in the way of good practice in the fore mentioned areas
and discusses the existing limitations, resultant consequence and proposed recommendations
for improvement in this area.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Contents
Abstract .................................................................................................................................. 2
1.
Background: ................................................................................................................ 4
1.1 The initial stage ............................................................................................................ 4
1.2 Definitions.................................................................................................................... 4
1.3 Why is it vital that CWVI have access to Mathematics? ............................................. 4
1.4 Identifying key partners ............................................................................................... 5
1.5 Preliminary research .................................................................................................... 5
1.6 Aim: ............................................................................................................................. 5
2.
Methods: ...................................................................................................................... 6
Stage 1: Inclusion and exclusion criteria ........................................................................... 6
Stage 2: review ................................................................................................................... 6
Stage 3: Data extraction and synthesis............................................................................... 7
3.
Key findings of the research........................................................................................ 8
Overview of the structure of the review ............................................................................ 8
3.1 Theme 1: Teacher Training .......................................................................................... 8
3.2 Theme 2: Teaching methods ........................................................................................ 9
3.3 Theme 3: ICT ............................................................................................................... 9
3.4 Theme 4: Policy ......................................................................................................... 10
3.5 Theme 5: Material resources ...................................................................................... 10
4.
Conclusions and Recommendations.......................................................................... 11
4.1 Theme 1: Teacher training ......................................................................................... 11
4.2 Theme 2: Teaching methods ...................................................................................... 12
4.3 Theme 3: ICT ............................................................................................................. 13
4.4 Theme 4: Policy ......................................................................................................... 14
4.5 Theme 5: Material resources ...................................................................................... 14
Appendix A - References ..................................................................................................... 17
Appendix B - Table of materials examined in the literature review .................................... 18
Appendix C - List of relevant websites examined in the literature review .......................... 21
Appendix D – Sightsavers evaluations ................................................................................ 22
Appendix E - A list of all contacted personnel: ................................................................... 23
Appendix F - THE TAYLOR FRAME ............................................................................... 25
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Appendix G - THE ABACUS.............................................................................................. 26
1. Background:
1.1 The initial stage
Through initial exploratory communications between the Sightsavers’ Programme
Development Team, country staff and partners it became clear that one of the core subjects
that children with a visual impairment (CWVI) in Sightsavers’ projects were struggling to
access effectively was that of Mathematics and numeracy.
1.2 Definitions
Numeracy is defined as being “able to think and express oneself effectively in quantitative
terms” (.American Heritage® Dictionary 2009). Understanding the concept of numbers,
sequencing and place value is crucial when learning Mathematics, as the ability to effectively
enumerate is the foundation step to understanding Mathematics.
Mathematics is defined as“The study of the measurement, properties, and relationships of
quantities and sets, using numbers and symbols.” (American Heritage® Dictionary 2009).
The study of Mathematics can range from the deciphering of a basic algebraic equation, to
more complex constructs, such as solving differentials, integration, or understanding proof
theory (generally approached at a more advanced education level). Understanding
Mathematics is not only key when studying Mathematics, but is essential for subjects such as
Science, Economics and Geography.
1.3 Why is it vital that CWVI have access to Mathematics?
Mathematics (and numeracy) plays a key role in all areas of life. It is prominent in education,
society and the workplace. It is vital that the significance of possessing knowledge of even
the most basic arithmetical concepts is fundamental in a child’s learning from the outset.
Mathematics is often critical for further education. Such hindered access to the core curricular
can have a detrimental effect on the pedagogy of the child and their continued progress
through the education system - hindering the transition into secondary/higher/further
education, as well as limiting access to other areas of the curriculum. Without basic
Mathematical knowledge, CWVI are often excluded from subjects such as science, or
Geography. This hindrance can, in many cases, constrain a person with a visual impairment
from entering the job market; leaving only a limited scope of employment for a disabled
person with insufficient credentials in terms of education.
In addition, not having even a rudimentary understanding of numeracy and Mathematics can
leave a person with a visual impairment in an extremely vulnerable and helpless position. If
they are unable to complete the academic requirements; hence, unable to secure a job; then it
is entirely likely that they will be dependent on others for example, (family members) to care
for them. This diminishes their independence and impinges on their basic human rights. Their
right to have complete and unhindered access to the same curriculum as their sighted peers;
to progress through the education system; and their right to complete inclusion within their
family, community, workplace and beyond.
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1.4 Identifying key partners
Towards the end of 2011, an “Accessing Mathematics’ interest group with a number of key
partners was assembled. Partners involved included the Royal National Institute ofthe Blind
(RNIB), International Council for Education of People with Visual Impairment (ICEVI),
Digital Accessible Information Systems (DAISY), the Visual Impairment Centre for
Teaching and Research (VICTAR, - University of Birmingham) and Sightsavers. The group
also included academic research partners, including the Sonification Lab at the Georgia
Institute of Technology. Each organisation highlighted their own experience and knowledge
and all were in agreement that there was a significant concern and that further research and
consequent action was needed.
1.5 Preliminary research
as a result – in the year that ensued - the following research was undertaken:

A visit to Sightsavers’ education projects in Tanzania and Bangladesh (at both special
schools and inclusive schools) to observe how mathematics was taught, and to
interview teachers about their experiences.

A visit to UK schools in Birmingham - an integrated secondary school and an infant's
school with a resource centre to observe the same.

An interview held with Jan McCall, a UK-based specialist, to discuss her varied and
extensive experience in teaching Maths to CWVI.

A review of Sightsavers education evaluations to extract and compile any information
relating to Mathematics or numeracy (see appendix C for a list of relevant documents.
The findings of these initial research steps raised questions about how maths is taught in
primary and secondary schools in low income countries andit was concluded that a more
systematic review of external data was necessary to identify the scope of work formerly
conducted in this area and to gain a broader understanding of the extent of the issue at the
global level.
1.6 Aim:
The review aims to identify empirical data describing the teaching and learning of
mathematics to children with a visual impairment in low in come settings; identifying
documents reporting the implementation of policies, teacher training strategies and material
resources.
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1. Methods:
Stage 1: Inclusion and exclusion criteria
The review surveyed primary research documents focusing on mathematics and numeracy
teaching and learning among children (aged under eighteen years); residing in low income
settings. The review sought measured results from studies carried out; with focus on the
following key components

Teacher training

Teaching methods

Technology

Policy

Material resources
Stage 2: review
The following searches were carried out based on the main themes and
keywords:(GEOMETRY, ALGEBRA, NEMETH, CUBARITHM, ABACUS, BRAILLE,
MATH, Mathematics, Numeracy, CALCULATOR)
1. Relevant databases in the area of visual impairment and learning, and special education
(British Journal of Visual Impairment (JBVI) and the Journal of Visual Impairment and
Blindness (JVIB)) were searched for documents using the above key words, and terms from
the research questions:
What information exists on teacher training, teaching and learning mathematics and
numeracy to children in low income settings? Specifically:

What guidelines exist to describe national or regional policy on teacher
training or teaching of mathematics and numeracy in low income settings?

What resources and tools exist to train teachers for mathematics and
numeracy teaching in low income settings?

What methods and tools are used to teach mathematics and numeracy in low
income settings?

What other relevant information can be drawn from the literature?
2. The websites of organisations known to work and research in this area were searched for
documents relevant to this review (Appendix B).
3. The authors of documents identified as eligible were contacted for further information on
the work and to obtain any other relevant documentation or information that could be
included in the review.
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4. Key individuals working both within the education sector and in Sightsavers country
offices were contacted for additional information that may not be published and available
externally.
Stage 3: Data extraction and synthesis
Data has been captured in an Excel spreadsheet (Appendix A), recording the source, title and
author. Additionally, the data sheet includes a utility value for each piece of reviewed
material, with the scale ranging from low to high. The bounds of the utility value were set on
the following basis:
Low: The document yielded no relevant information/results
Moderate: The document contained a limited amount of useful information that may prove
useful
High: The document contained specific results and information in line with the
considerations of the research protocol
A number of key informants, identified through the literature, were also contacted (Appendix
D) and their responses reaffirm the desperate need for intervention in this area:
(List to be inserted…)
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2. Key findings of the research
Overview of the structure of the review
Theme 1: Teacher training
Theme 2: Teaching methods
Theme 3: Technology
Theme 4: Policy
Theme 5: Material resources
3.1 Theme 1: Teacher Training
The provision of specialised teacher training in the methods employed in teaching
Mathematics to CWVI is paramount in ensuring the transfer of knowledge from the teacher to
the visually impaired student. Teachers must be equipped with the skillset to know how to
explain a variety of Mathematical concepts using non-visual methods. The literature review
identified examples where the provision of specialist training to teachers working with CWVI
was sporadic, or entirely deficient.
3.1.1 Teacher Training:A study conducted in Kenya
In early 2010, ICEVI led a group of partners including Sightsavers, the Ministry of Education
(MoE) and Kenya Society for the Blind (KSB), in conducting a survey on the teaching of
mathematics to visually impaired students enrolled in mainstream secondary schools, across
Kenya (ICEVI 2010). A total of forty-two Mathematics teachers were interviewed and
feedback from thirty-four was analysed.
The results suggested that teachers of mathematics in mainstream secondary schools in
Kenya did not possess the basic necessary skills to teach Mathematics to CWVI; due to a lack
of material resources and appropriate teacher training. The current teachers training
programme was identified to have serious gaps because it did not address pedagogy skills/
teaching methodologies leaving the teachers with no skills to effectively teach mathematics to
visually impaired learners.
3.1.2 Teacher Training:A study conducted in Zambia
In 2011, Joseph Munsanje and a group of Consultants at the University of Zambia conducted
a study to determine the provision of learning and teaching materials for pupils with a visual
impairment in schools across Zambia (Munsanje 2011). Questionnaires and observational
methods were used to collect qualitative and quantitative data. Additionally, interviews were
carried out with school headmasters, deputy headmasters, heads of departments, ordinary
teachers, and resource room managers. A total of thirty schools were surveyed (twenty-three
© Sightsavers. Registered charity numbers 207544 and SC038110.
basic and seven high schools). Ninety per cent of the schools surveyed were government
funded and ten per cent were private. Eighty per cent of these schools were mainstream
schools and the remaining were special schools for the visually impaired.
Findings of the study identified that although most schools had a policy in place for the
appropriate acquisition of material resources and access to teacher training, budgetary
allocation was not sufficient to comply with the policies in place. This meant that often
teachers received little to no training in the effective ways to teach numeracy and
Mathematics to a child with a visual impairment. Results showed that consequently most
children with a visual impairment performed below par in comparison to non-visually
impaired children, studying at the same level. As a result, the CWVI were inevitably required
to drop science and mathematics subjects due partly to a lack of appropriate teaching
resources.
The study recommended that a good organisational system is required to ensure the
development of quality teacher training in the use of specialist materials for teaching
numeracy and Mathematics to CWVI. One example states that “Converting images into a
tactile format requires specialist knowledge and expertise; therefore, specialist training is
required for teachers who support children with visual impairment.” (Munsanje 2011)
3.2 Theme 2: Teaching methods
No empirical studies were found which examined the methods used to teach Mathematics to
visually impaired children in low income settings. Many anecdotal documents made
reference to the availability of various teaching aids, such as the Abacus (appendix E), or the
Taylor Frame (appendix F). However, no studies were found that examined the efficacy of
said tools.
The review identified a wealth of instructional material, such as that produced by the
International Council for Education of People with Visual Impairment ((ICEVI) 2005) and
the Royal National Institution of Blind People ((RNIB) 2012). Both volumes contain step by
step instruction on suggested effective methods used in teaching Mathematical concepts to a
child with a visual impairment; ranging from basic level Mathematics, to the more complex;
using a variety of different material resources. However, neither publication measures the
efficacy of employing the suggested methods.
3.3 Theme 3: ICT
Information communication technology (ICT) based methods in the teaching and learning of
Mathematics and numeracy is advancing at an exponential rate and is heavily examined in
mid to high income countries, such as the United Kingdom and the United States. However,
such technological based methods focussed greatly on examining high-cost, technological
solutions, such as the INFTY project (Suzuki 2011), or the TalkMaths initiative (Pfluegel
2011). As such software is often costly and difficult to acquire and maintain, such
technological solutions would not be relevant, or practicable in low income settings andthe
context of Sightsavers’ work.
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3.4 Theme 4: Policy
Information concerning policies governing specialist teacher training was extremely difficult
to obtain, due to a considerable lack of available data on the subject. Only one study,
conducted in Zambia, made reference to policy concerning special educational needs.
3.4.1 Educational Policy: A study conducted in Zambia
The study conducted in Zambia (Munsanje 2011) (see section 3.1.2), identified that, although
most schools in Zambia had a policy in place for the appropriate acquisition of material
resources and access to teacher training - budgetary allocation was not sufficient to comply
with the policies in place. Hence, CWVI were not gaining access to vital teaching resources,
or equipment, set out in these policies. The literature did not state who was responsible for
making the decision on budget allocation.
In 2010 Zambia ratified the United Nations Convention on the Rights of Persons with
Disabilities aligning this commitment to the Education Policy of 1996 to guarantee the right
to education for all persons with disabilities. However, the study in Zambia identified that
conditions for minority groups (such as the visually impaired) in special schools, integrated
schools and inclusive schools were poles apart from those of regular schools and were not
required to comply with the regulations set forth in the education policy. This lead to the lack
of provision of much needed appropriate resources. This was found to have an extremely
negative impact on the performance of the CWVI, particularly in the areas of Numeracy,
Maths and Science – with the majority of CWVI dropping the subjects all together.
The review recommends that more must be done in order to ensure that the policies set in
place reach those in a minority. Stressing that no person, disabled or not, should be exempt
from this law. Particularly given that the key purpose of this act was to protect vulnerable
minorities. It is vital that advocacy and campaigning remains key in ensuring the voices of
the minority are heard and adequate funds and resources are provided for all.
3.5 Theme 5: Material resources
It was identified, primarily in the study conducted in Zambia (Munsanje 2011), that there was
a considerable lack of resources. Tools such as; Braille textbooks; embossed graphs and
charts; raised diagrams and maps; Perkins Braille machines; writing frames and styluses;
ordinary typewriters; and thermoform material for creating tactile shapes were not available
in the majority of schools visited.
3.5.1 Material resources: A study conducted in Zambia
The study conducted in Zambia (See section 3.1.2) provides an in-depth review of the
provision of learning materials available in several schools across Zambia. Qualitative and
quantitative methods were used to collect primary data through questionnaires and
observation.
The table below identifies seven key resources and records the number of schools, out of the
thirty schools visited in total that had access to that particular resource:
Resource
Amount
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Resource rooms
Embossed maps
Styluses
Braille materials
Perkins Braille machines
Talking books
Abacuses
40%
20%
47%
30%
34%
14%
30%
It was noted that funding was a particular issue, with forty-five per cent of learning
resources/teaching materials being purchased by the schools; funded in part by the Ministry
of Education. Whilst thirty-five per cent of funding was donated by NGOs (such as
Sightsavers, Lions Club, and the British Council); while parents and the business community
contributed the remaining twenty per cent.
The findings from the study demonstrate that the majority of schools examined for the study
in Zambia did not provide adequate or suitable learning and teaching materials to pupils with
visual impairments, stating “There were no suitable materials for science subjects. (Munsanje
2011)”
Concern was raised in the review that the absence of appropriate didactic materials for
children with a severe visual impairment may prohibit access to a broader range of subjects,
such as Maths, Science, Economics, or Geography and, as a consequence, career
opportunities may be severely restricted.
3. Conclusions and Recommendations
It is important to note that there was a significant paucity in the available of relevant
empirical data found in this literature review. The majority of the studies lacked rigour and
were primarily anecdotal. The studies identified containing a more comprehensive wealth of
information, were very biological (examining cerebral processing of numerical based
concepts), or instructional.
4.1 Theme 1: Teacher training
The review identified a considerable lack in the provision of teacher training.
Neither the study conducted in Kenya (ICEVI 2010), nor Zambia (Munsanje 2011) showed
any examples of good practice and identified a considerable lack of suitable teacher training
in the field of Mathematics and highlighted the necessity for immediate improvement in this
area.
Concern was expressed in both the studies conducted in Kenya and Zambia, that
teachers were not given sufficient training to use the specialist resources they were
provided.Without such knowledge, the teachers are unable to utilise these resources to their
upmost effectiveness.The review of Sightsavers’ programmes yielded similar results. In
Tanzania, Mali, Nigeria, Ghana and Rasulabad Kanpur Dehat, Bangladesh; results showed
© Sightsavers. Registered charity numbers 207544 and SC038110.
that there was a considerable lack of appropriate teacher training in the efficient use of
material resources. As a result, material resources were not used appropriately and, in some
cases, not used at all.
Visually impaired children were not able to continue their studies in Mathematics. The
noted failure to equip teachers and education specialist with the appropriate
training,preordained that most children with a visual impairment performed below par in their
studies and were inevitably required to drop science and mathematical subjects.
The deficiency in the provision of teacher training was also identified in the ‘review of
Sightsavers’ programmes:
In the African region; teachers received training in the reading/writing of Braille, but
little to no tailored training relating to Mathematics. A report focussing on education of
CWVI in East, Southern and Central Africa (ESCA) highlighted that although the provision
of training is available, there is a great need for new processes and training to be introduced
– training that is less costly and more time efficient. The education reviews conducted in
Tanzania, Sierra Leone, Ghana and Nigeria revealed a need for teachers to possess a strong
knowledge of Braille and also receive specific training on teaching Mathematics to CWVI.
Recommendations
 A strong Educational structuremust be put in place, to ensure a strategy is
adopted to ensure all teachers are able to receive specialist training and are
not hindered by lack of time, funding, or resources ((Munsanje 2011).

The provision of training for teachers by a professional organisation, with
extensive knowledge in the area of teaching Mathematical concepts to CWVI
is crucial (Munsanje 2011).
It must be noted that although a lack of teacher training was identified in the review of the
literature – and a number of recommendations for change were proffered - the studies did not
attempt to devise a method for ensuring the provision of this specialist teacher training.
4.2 Theme 2: Teaching methods
The review identified no empirical study, examining the methods used to teach
Mathematics to visually impaired children in low income settings. Many anecdotal
documents made reference to the use of various teaching aids, such as the Abacus (appendix
E), or the Taylor Frame (appendix F). However, there were no studies which examined the
efficacy of using the fore mentioned tools.
The review identified a wealth of instructional material; however, none of the material
examined in this review measured the efficacy of employing the suggested methods.
The reverse was found in the results of the Sightsavers’ programme evaluations.In
Rasulabad Kanpur Dehat, Bangladesh, both the Taylor Frame and the Abacus were used
effectively.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Results of the Sightsavers’ review revealed that lack of research into teaching methods
and tools, can lead to the misappropriation of resources.In UhuruSchool in Tanzania, the
teachers claimed that the CWVI had access and were making use of the Taylor Frame.
However the evaluation revealed that, the object being labelled as a Taylor Frame, was in fact
a Braille slate. This meant that schools were claiming to have, what they believed to be,
adequate resource equipment for teaching Mathematics; whilst essentially having nothing of
use in that area.
Recommendations
 The identification of appropriate didactic resources, plays a key role in ensuring that
children are taught in the way that best meets their individual needs. For example,
some children may have limited vision and teaching this particular child through the
use of Braille may not be appropriate, when simply using a low vision aid, such as a
magnifier, would prove sufficient.It is important that teachers and pupils are made
aware of all teaching methods available, so that they are able to taylor them to an
individual’s needs RNIB 2012).

Evaluation of the efficacy of teaching methods, is absolutely crucial in ensuring each
child is provided with the opportunity to learn in a way that best meets their
individual needs. For example, the efficacy of teaching Mathematics through the use
of an Abacus is measured against the efficacy of teaching Mathematics through the
use of a Taylor Frame (RNIB 2012).
4.3 Theme 3: ICT
Technological advancements in identifying methods in the teaching and learning of
Mathematics remains a highly neglected area in low income settings, with focus in this
area taking place in mid to high income settings. Computer based solutions for reading and
writing Mathematics remain a distant reverie for those living in low income environments, As
many computer-based methods of reading and writing Mathematics are high-tech and
expensive to procure and maintain.
There are a limited number of studies, focussing on the introduction of computer-based
solutions to learning Mathematics, such as
Recommendations
 Identification and implementation of cost efficient, low maintenance technologies, in
low income environments would greatly enhance a visually impaired child’s ability to
access Mathematical and numeracy based content, without incurring an excessive
level of expense. CWVI would no longer be solely reliant on using, for example, the
Taylor Frame, or the Abacus in order to learn and communicate Mathematical
content( Pfluegel 2011).
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
Appropriate Training in the use of ICT solutions for teachers, would ensure that the
technological resources could be used to their upmost effectiveness.

The continued acquisition and upkeep of appropriate technological skills of both the
teachers and the CWVI, is essential in ensuring a level of expertise continues to exist.
Hence, the child will maintain a level of knowledge; allowing them to utilise
technological resources through the education process – and into the working
environment (RNIB 2012).
4.4 Theme 4: Policy
Information concerning policies governing specialist teacher training was extremely
difficult to obtain. Only the study conducted in Zambia made reference to policy concerning
special educational needs. This paucity of information relating to Policy was also noted in the
review of Sightsavers’ programme evaluations.
Although policies were set in place, they were not always adhered to, as identified in the
study conducted in Zambia (Munsanje 2011. conditions for minority groups in Zambia (such
as the visually impaired) in special schools, integrated schools and inclusive schools were
poles apart from those of regular schools, and were not required to comply with the
regulations set forth in the education policy of 1997; guarantying the right to education for all
persons with disabilities.
This failure to comply with the fore mentioned policy lead to the lack of provision of
much needed appropriate resources for CWVI.This was found to have an extremely
negative impact on the performance of the CWVI, particularly in the areas of Numeracy,
Maths and Science – with the majority of CWVI dropping the subjects all together.
A severe lack of subvention was identified as being one of the major barriers to policy
compliance, noted in the studies conducted in both Kenya and Zambia.
Recommendations
 More action is required to ensure that the policies set in place reach those in a
minority. The key purpose of the education policy of 1997; guarantying the right to
education for all persons with disabilities, was put in place to protect vulnerable
minorities and must be adhered to (Munsanje 2011).

Accountability is key in ensuring those in a position of responsibility are held liable
for their action, or inaction (Munsanje 2011).
4.5 Theme 5: Material resources
There exists a considerable paucity of appropriate didactic materials; identified in the
studies conducted in Kenya and Zambia. Key resources such as tactile materials were rarely
available in the schools surveyed.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Children with a visual impairment were not able to access numerical elements of the
curriculum. Subjects such as Mathematics, Science and Geography were not fully accessible
as a result. CWVIwere reliant on visual descriptions of diagrammes and shapes, in order to
attempt to gain an understanding of form, position, or contour. As identified in the review of
Sightsavers’ programmes, this lack of tactile materials was similarly identified to be a
problem in projects in Ghana, Tanzania, Kenya and Sierra Leone. This was primarily due to a
lack of subvention. This lack of tactile materials has a negative impact on the learning of the
CWVI. In the schools visited, where resources were scarce, the CWVI had no accessible way
of gaining knowledge of numeracy, shape, place value and other Mathematical concepts and
hence did not have access to the entire curriculum.
Visually impaired children did not perform on a par with their peers in numerical
based subjects. The hindered access to the curriculum had a detrimental effect on the
learning attainment of the CWVI. Both studies in Kenya and Zambia identified that the
majority of CWVI were unable to gain a clear enough understanding of the curriculum, with
such limited access to tactile materials. Hence, they were unable to perform on the same level
as their sighted peers. This lack in attainment in the field of Mathematics is often
significantly lower for CWVI.This was also evident in Mali, Kenya and Tanzania, as
identified in the review of Sightsavers’ programmes.
Visually impaired children, had no choice, but to cease taking Mathematics and Science
subjects completely. The studies conducted in Zambia and Kenya identified that, due to a
lack of tactile resources, there was no feasible way for CWVI to gain a clear enough
understanding of vital mathematical concepts. Hence, it was not possible for CWVI to
continue their studies in the area of Mathematics and numeracy. The Sightsavers’ programme
review in Tanzania revealed that CWVI do not learn Mathematics past grade five – despite
the criterion that Mathematics must be undertaken until at least grade twelve. Hence, the
attainment levels for CWVI, beyond grade five in the area of Mathematics is scarce to nonexistent.Exam performance is often poor and results are not parallel to those of nonvisuallyimpaired children. Reviews conducted in Sierra Leone by Dr Steven McCall and Mrs
Jan McCall showed students as old as thirty remaining in the same grade; unable to progress
to the next grade, as they were not taught Mathematics – hence, unable to sit the
necessary examinations.
Recommendations
 Having access to appropriate material resources, is key in ensuring that visually
impaired children have unhindered access to visual elements of the curriculum. A
different array of low cost, tactile materials should be used, where possible, to give
broader access to visual material (ICEVI 2005).

Training teachers in the effective use of key materials, is essential in maximising the
efficacy of utilising available resources and – as a result – maximising attainment
levels (Munsanje 2011).
© Sightsavers. Registered charity numbers 207544 and SC038110.

Evaluation of the efficacy of available resources, is crucial in ensuring each child is
provided with the opportunity to learn in a way that best meets their individual needs.
For example, the efficacy of teaching Mathematics through the use of an Abacus is
measured against the efficacy of teaching Mathematics through the use of a Taylor
Frame (RNIB 2012).
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix A - References

“TalkMaths – Developing a Speech User-Interface for Spoken Mathematics”
EckhardPfluegel 2011

“GLOBAL CAMPAIGN ON EDUCATION FOR ALL CHILDREN WITH VISUAL
IMPAIRMENT (EFA-VI) IN AFRICA REGION”
http://www.icevi.org/efa/efa_africa.html
International Council for Education of People with Visual Impairment (ICEVI) 2010

“Making Maths Easy” Mani, M.N.G., Plernchaivanich, A, Ramesh, G.R., &
Campbell, L. ICEVI, Philadelphia, PA: Towers
Press, Overbrook School for the Blind. 2005

“Provision of learning and teaching materials for pupils with visual impairment:
Results from a National Survey in Zambia” Joseph Munsanje 2011

“InftyReader - an OCR System for Math Documents” Masakazu Suzuki and
Katsuhito Yamaguchi; the Infty Project and
Science Accessibility Net 2011

“Teaching maths to pupils with vision impairment” Royal National Institution of
Blind People (RNIB) 2012

The American Heritage® Dictionary of the English Language, Fourth Edition
copyright ©2000 by Houghton Mifflin Company. Published by
Houghton Mifflin Company (2009)
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix B - Table of materials examined in the literature review
SOURCE
TITLE
Published
literature
review
Teaching STEM
To Blind and
Partially Sighted
Students
Making Maths
Easy
Maths and
Science Access
Published
works
Research
Proposal
Online
Journal
Online
resource
Manual
Teaching
Mathematics to A
Blind Student: A
Case Study in
Malta.
A teacher-Parent
manual on tested
grassroots
AUTHOR(S)
UTILITY ADDITIONAL COMMENTS
VALUE
Heather
Low
The content focussed on mid to high
Cryer, RNIB
income situations and was not
applicable to the parameters set forth
in the protocol
Dr. Mani et
Low
This volume was purely instructional
al, ICEVI
and contained no empirical studies.
Saksham and Low
The research protocol has been
XRCVC,
developed; however, progress of the
India
study is not yet known. I have
contacted the centre and await a
response.
Mariella Tanti Low
The content focussed on mid to high
income situations and was not
applicable to the parameters set forth
in the protocol
CBR
NETWORK
(South Asia)
Low
Unknow
n
Online
resource
Manual
Making Math
Meaningful
PRCVI
Journal
(BJVI)
Tactual shape
perception in
relation to the
understanding of
geometrical
concepts by blind
students.
How Children
Who Are Blind
Experience
Numbers
Exploring the
Number Concept
in Blind Children
A survey of the
Use of the
Abacus in
Residential
Argyropoulos, Unknow
V.
n
Journal
(BJVI)
Journal
Journal
(JVIB)
The document does not mention
studies that have actually taken
place. I have contacted the author
and await a response.
The manual references a study
underway, but the results of the study
are not in the public domain. I have
contacted PRCVI.
I could not access this document. The
authors were contacted, but no
response was received.
Ahlberg, A.
Low
and Csocsan,
E.
The study focuses purely on cognitive
processing - hence, not relevant in
this review.
Canning, M.
Unknow
n
Steinbernner,
A., H.,
Becker, C.
and Kalina,
Unknow
n
The results of this study were
requested, but no response was
received.
The results of this study were
requested, but no response was
received.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Journal
(JVIB)
Online
resource
Online
resource
Online
resource
Online
resource
Online
Journal
Online
resource
Journal
(JVIB)
Journal
Journal
(JVIB)
Online
resource
Schools
Provision of
learning and
teaching
materials for
pupils with visual
impairment:
Results from a
National Survey
in Zambia
Abacus
Information
Accessible Math
Tools, Algebra,
Geometry and
Beyond
Teaching
Strategies
Tactile Maths
Graphics
K.
Joseph
Munsanje,
University of
Zambia
High
This study provided quantitative
information regarding the availability
of adequate resources for CWVI in a
selection of schools in Zambia.
Susan A.
Osterhaus
Susan A.
Osterhaus
Low
Low
The literature was purely
instructional.
The literature was purely instructional
Susan A.
Osterhaus
Susan A.
Osterhaus
Low
The literature was purely instructional
Low
The document was dominated with a
lot of useful recommendations, but no
actual studies were referenced.
Report on
teaching
Mathematics to
visually impaired
students in
Higher education
R. M.
Low
Williams
University of
Exeter
A. J. Irving
University of
Oxford
InftyReader - an
Masakazu
Low
OCR System for
Suzuki and
Math Documents Katsuhito
Yamaguchi;
How children who Ahlberg, A.
Low
are blind
and Csocsan,
experience
E.
numbers
Searching Tactile Berla, E. P.,
Low
Space
Murr,M.J.
(APH,
Louisville,
KY)
A sensory
Couvillon, L.
Moderat
experience model A. and Tait,
e
for teaching
P. E.
measurements
The content focussed on mid to high
income situations and was not
applicable to the parameters set forth
in the protocol
A Survey of Math
Accessibility For
The content focussed on mid to high
income situations and was not
ChandrikaJay Low
ant
The content focussed on mid to high
income situations and was not
applicable to the parameters set forth
in the protocol
This paper identified ways in which
CWVI cogitate Mathematics and
numeracy, but is very scientific and
not appropriate in this review.
This paper identified ways in which
CWVI cogitate Mathematics and
numeracy, but is very scientific and
not appropriate in this review.
This paper highlights the significant
role of the teacher in the child's
learning process. However, it is
anecdotal and does not give
quantitative data.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Online
resource
Online
resource
Online
resource
Blind Persons
and an
investigation on
Text/Math
Separation
TalkMaths –
Developing a
Speech UserInterface for
Spoken
Mathematics
Teaching maths
to pupils with
vision impairment
How to describe
STEM images
applicable to the parameters set forth
in the protocol
EckhardPflue
gel, Kingston
University
Low
The content focussed on
technological solutions, based mid to
high income situations and was not
applicable to the parameters set forth
in the protocol
RNIB
Low
This volume was purely instructional
and contained no empirical studies.
Bryan Gould,
MA*
Trisha,
Boston
Low
This volume was purely instructional
and contained no empirical studies.
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix C - List of relevant websites examined in the literature review
http://www.tsbvi.edu/math
http://www.fredshead.info/2005/11/internet-resources-for-teaching-math.html
http://news.illinois.edu/news/10/0315sculpture.html
http://www.inable.org/index.php/programs/research-and-development
http://sonify.psych.gatech.edu/~walkerb/publications/index.html
https://nfb.org/images/nfb/publications/fr/fr30/3/fr300320.htm
http://busynessgirl.com/math-graphs-for-the-blind/
http://www.scidev.net/en/features/talking-braille-a-new-tool-to-teach-blind-childre.html
http://www.globalpartnership.org/our-work/areas-of-focus/numeracy/
http://www.prcvi.org/
http://rnib.org
http://icevi.org
http://www.pitt.edu/~supriya/contact.html
http://www.aerbvi.org/modules.php?name=AvantGo&file=print&sid=1693
http://www.icevi.org/efa/efa_africa.html
http://cbm.org
http://learningdisabilities.about.com/od/instructionalmaterials/tp/langprocessing.htm
http://www.ldonline.org/article/5896/
http://www.rit.edu/~easi/easisem/nemeth1.htm
http://www.nasa.gov/audience/.../k-4/.../helping-blind-see-math-science-k4.ht...
http:www.catea.gatech.edu/scitrain/kb/.../Access2MathByBlindStudents.pdf
http://actionforblindpeople.org.uk
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix D – Sightsavers evaluations
A list of all Sightsavers education evaluation’s, assessed during the internal review for
material relating to the teaching and learning of Mathematics and numeracy to children
with a visual impairment, residing in low income environments:

The Integrated Education Programme (IEP) Sierra Leone (2007-2011) - Authors: Dr
Steve McCall and Mrs Jan McCall

Strategic Evaluation of Irish Aid supported Programmes in fragile and post-conflict
countries - Assessment conducted for Sightsavers Ireland (2011) Authors:
SamiaLiaquat Ali Khan (Lead Consultant) and Heidrun Ferrari

Low Vision Initiative in Chikwawa and Blantyre Rural, Southern Malawi (2010)Authors: Godfrey Chitsanthi and Zahra Rashid

African Braille Centre Operational Review - Kenya (2010) – Author: Peter Osbourne
(RNIB)

Review of Inclusive Education Project: Majhihira National Basic Education
Institution
(MNBEI) NEAO, Kolkata (2011) Authors: Dr.SubhasTripathy,
Ms.BananiPatnaik and Mr.SudiptaMohanty

Review of Inclusive Education Project: ShramikBharati Kanpur (2011)

Review and Analysis of Education and Teachers Training Curricula at Primary and
Secondary Formal Education System, Bangladesh (2011) Authors: Noman Khan, Zaki
Imam, MazaharulHuqq, AnisuzzamanPh.D., RifatShahparKhann and NusratZerin

“End of Term Evaluation of the Inclusive Education Programme in Kwara and Sokoto
States” Nigeria (2011) Authors: Dr. Paul Lynch, Mr. Sylvester Yakwal and Mr. Ade
AnjorinK

“End Of Term Evaluations of Ghana Sightsavers Supported Inclusive Education
Projects” (2011) Authors: Dr. Paul Lynch, Lionel Mensa and Stephen Nketia
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix E - A list of all contacted personnel:
Name
Martin Okoyi
Kevin Carey
Heather Cryer
Position
Africa Region Coordinator
Chair
Research Officer
Rifat Khan
Programme Manager
Dr. Mani, M N G
Susan A Osterhaus
Joan Samuels
CEO
Statewide Mathematics
Consultant
Consultant
Dr. Paul Lynch
Research Fellow
Mary Muturi
Programme Manager
Nancy Thuo
Regional Director
Dr. Sam
Taraporevala and
ArshiaKaul
Ketan Kothari
Director, associate
Organisation
ICEVI EFA-VI
R.N.I.B
RNIB Centre for Accessible
Information
Sightsavers, Bangladesh
Country Office
ICEVI
Outreach Programs, Texas
School for the Blind
Rehabilitation and Education,
Belize Council for the Visually
Impaired
Visual Impairment Centre for
Teaching and Research
(VICTAR)
School of Education
University of Birmingham
Sightsavers, Kenya Country
Office
Sightsavers, Kenya Country
Office
XRCVC
Regional Programme
Development Advisor Social Inclusion
MFA Candidate - Industrial
Design '14
Industrial Design
Sightsavers, Mumbai Country
Office
Dr. Sarah Morley
Wilkins,
Principal Manager, Centre
for Accessible Information
R.N.I.B, Birmingham
Stephen King,
President
Daisy Consortium
Dr. Bruce Walker
Associate Professor
George Bell
Managing Director
Dr Alison Croft
Lecturer
School of Psychology, Georgia
Institute of Technology
Techno-Vision Systems Ltd,
Northampton
Centre for International
Education, University of
Sheila M. Schneider
Dr Deana
McDonagh
School of Art + Design, Illinois
School of Art + Design, Illinois
© Sightsavers. Registered charity numbers 207544 and SC038110.
George Kerscher
Secretary General
Jean Obi
Coordinator
Jim Fruchterman
Masakazu Suzuki
CEO
Project leader
Sussex
DAISY Consortium
Nigerwives Braille Book
Production Centre
Benetech
Kyushu University
© Sightsavers. Registered charity numbers 207544 and SC038110.
Appendix F - THE TAYLOR FRAME
The Taylor Frame device consists of of rows and columns of octagonal shaped cells set into;
either a metal, or plastic board. Each point of each cell represents a different number, or
symbol. For example, the top left-hand corner represents the number one, the top middle
angle represents the number two, the top right-hand corner represents the number three, and
so forth.
A collection of small pointed die are used in conjunction with the board. By placing a dice in
the cell, directed at a particular angle, the user can display numbers and symbols and read
them back, by means of touching the die and feeling which direction they are pointed in.
Separate, differently shaped die are used to represent letters to be used when working with
algebraic equations.
© Sightsavers. Registered charity numbers 207544 and SC038110.
AppendixG - THE ABACUS
This device allows the user to perform calculations from right to left according to the place
value, as one would do normally. In each column it has one bead at the end of the upper half
of the Abacus and four beads at the end of the lower half. Each bead in the upper half
represents number 5. Beads in the lower half represent number 1 and take the value of their
respective place values. The beads have the value if set near the bar, which is at the middle of
the Abacus, and lose value if they are cleared to their original place. Only arithmetical
calculations are possible when using this apparatus.
© Sightsavers. Registered charity numbers 207544 and SC038110.