Investigating Differentiated Instructions for Students with Visual Impairment on Teaching of Maths

Abstract

Differentiated education necessitates that educators address the diverse needs of students within a classroom setting. In this context, when a teacher modifies their standard instructional approach to cater to a specific individual or group, facilitating their comprehension of a concept while simultaneously fostering a conducive environment for all students, that teacher is differentiating instruction. Objectives of the study were to test the efficacy of using differentiated instruction to teach maths to students with visual impairments. The participants were primary school-aged children with visual impairments attending a Special Education Institution. Thirty students from the Gujranwala district took part in the study. For this study, we used a very simple random sampling method. This study aimed to test the hypothesis that students' performance in Math’s will improve with the introduction of differentiated instruction. After three weeks of intervention, students in the experimental group had their lessons differentiated to their individual learning styles while those in the control group continued to receive only traditional, whole-class instruction. The math proficiency and interest of pupils were investigated via the creation of a pre- and post-test. Differentiated instruction has been found to significantly affect students' academic achievement and engagement in the math classroom. There is dire need of differentiated instructions to meet diverse needs of Special needs community.