Mathematics Accessibility in Primary Education: Enhancing Mathematics Learning Skills and Overcoming Barriers for Visually Impaired Primary Students

This paper describes a qualitative study concerning the experiences of blind and visually impaired students learning mathematics in primary schools in Ireland, along with a thematic analysis of the findings. It investigates the instructional challenges and teaching techniques that facilitate an inclusive learning environment through flexible assessment plans. Key focus areas include adapting class collaboration activities, using digital and non-digital materials, and deploying specialized strategies to boost learning skills. This study identified significant barriers, including technology accessibility, classroom mobility, and the need for supportive educational aids such as tactile materials and Braille resources. This paper also discusses the importance of support and assistance, including teacher training, parental involvement, and peer support processes. Based on expert opinions, the study identifies gaps in current solutions and suggests future research and development directions. These include the advancement of User-Centred Design (UCD), the integration of multimodal techniques, and the improvement of collaborative and interactive learning solutions. Furthermore, this study recommends reforming educational policy and comprehensive training programs for educators to ensure that visually impaired students receive an equitable mathematics education. This study lays the groundwork for future advancements in teaching methodologies and assistive technologies, aiming to remove educational barriers and foster academic excellence within blind and visually impaired students.