Introduction: Participation and success in high school mathematics classes significantly affect students’ future pursuits in science, technology, engineering, and mathematics (STEM). Method: The survey instrument, administered through Qualtrics, gathered data from itinerant teachers of students with visual impairments across the United States. The study focused on four research questions regarding in which high school math classes students with visual impairments are enrolled, supports provided by the teachers of students with visual impairments and paraeducators (also referred to as paraprofessionals ), factors influencing success, and barriers to participation. Results: Eighty-three teachers of students with visual impairments shared their experiences in supporting 159 high school students with visual impairments. Despite challenges, their students engaged in a range of math classes mirroring trends in the national landscape. The math learning of students was facilitated by timely access to content, coordination between teachers of students with visual impairments and math teachers, and self-advocacy by the students themselves. Commonly identified barriers were lack of accessible materials and math teacher practices that were not inclusive of students with visual impairments. Discussion: The math course-taking data, as reported by the participants, suggest that the students with visual impairments in this study were taking math courses comparable to same grade-level U.S. students. Implications for Practitioners: Teachers of students with visual impairments are encouraged to stay abreast of mainstream and specialized technologies used in math classrooms. Furthermore, they should work closely with math teachers to promote inclusive math classes and timely delivery of accessible materials.
McBride et al. (Mon,) studied this question.