Abstract
This study is focused on teachers experiences (ordinary teachers and specialist teachers) in the teaching of mathematics to children who are blind in inclusive primary one classes in Uganda. The study was conducted in two districts from which one school was selected from each. A case study design with orientation to qualitative research approach was used. The sample comprised of two ordinary teachers and two specialist teachers (one category of each selected to represent each case). Data was collected from the interviewees through interviews.
Findings obtained show that the interviewees faced similar experiences as regards the teaching of mathematics to children who are blind. These included use of extra time, repetition, variation in methods of teaching, variation in understanding among children who are blind, use of varied teaching and learning materials and the use of local language when teaching mathematics to children who are blind. However, the two categories of respondents faced some challenges for example language problem, inadequacy of the teaching learning materials, inadequacy of time, poor teacher collaboration and lack of parental involvement in the teaching of mathematics to their children who are blind.
Findings stated how the above challenges could be overcome for example need for teachers commit more time to teaching mathematics to children who are blind, repetition of content taught, use of local language to supplement English when teaching mathematics, provision of Braille text books by Ministry of Education and Sports, use of local materials when teaching mathematics and full parental involvement.