Learning Mathematics with Visual Impairment: Challenges and Coping Strategies in a Women’s University Context

The purpose of this paper is to study the learning challenges of visually impaired people under inclusive education of mathematics within the framework of women’s university teacher education program. The paper embodies a qualitative article since it was conducted using interviews. More often, data were collected through interviews with four students with visual impairments and the teacher of mathematics. The paper describes the students’ personal experiences of barriers in the field of academic, social, and emotional nature within the framework of mathematics. Moreover, the measures they use to solve these problems, such as Braille, tactile diagrams, and assistive technologies, are elucidated. Further, the paper can be used for the systematization of knowledge in this area. The teacher’s personal experience of these problems is also given. Moreover, I identified the problematic places in the lessons of mathematics for the teacher who taught the students with visual impairments and offered him solutions. The paper shows that inclusive education is good because students learn from it social adaptation, independent and productive learning. They also respond relatively well to learning-related problems. At the same time, inclusivity has some obstacles: difficulty accessing the existing materials, teacher experience, and the need for specialized teaching methods. Furthermore, the paper offers practical solutions to improve the learning experience of visually impaired students and is essential to policy makers, school managers, and educators striving to uphold inclusivity and support for visually impaired students.