Analyzing the Teaching of Mathematics to Students with Blindness in Ethiopia in Reference to the Existing Policies and Programmatic Frameworks Context

Abstract

Mathematics is widely recognized as a foundational subject that develops critical thinking and problem-solving skills, which are essential for academic, personal, and professional development. Despite mathematics' immense global significance, blind students in Ethiopia have experienced discriminatory practices in learning the subject. The study aimed to investigate the reasons behind the inaccessibility of mathematics to blind students, taking into account Ethiopia's educational policies and relevant programmatic frameworks. A qualitative design, with phenomenological elements and case studies, was employed. The study involved a total of fifteen key informants. Nine education experts, a disability advocate and six professionals with blindness were selected through purposive and snowball sampling techniques, respectively. Semi-structured face-to-face interviews were used to generate the data, which were then subjected to thematic analysis. The results demonstrate that although Ethiopian policies support inclusive teaching approaches, challenges pertinent to teacher training programs and the under-utilization of assistive technology have led to the exclusion of blind students from mathematics classes. These difficulties were made worse by historical customs and the expulsion of foreign missionaries after the 1974 revolution. The study emphasizes how this exclusion affects blind people's self-confidence, professional opportunities, and access to higher education study choices. Among the suggestions are integrating assistive technologies to support inclusive mathematics, enhancing the role of organizations of people with disabilities, establishing individualized education plans, and mainstreaming disability-inclusive pedagogy in pre- and in-service teacher training programs. The study underscores the importance of adopting the social and rights-based models of disability to address attitudinal barriers and ensure equitable access to mathematics for students with blindness in Ethiopia.