EMMANUEL SASU BOAKYE - EXCLUSION 1 - 10-02-2025.pptx

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1. PRESENTER: Emmanuel Sasu Boakye MPhil Mathematics Education Candidate 20942403 1 EXCLUDING STUDENTS WITH VISUAL IMPAIRMENT FROM MATHEMATICS EDUCATION IN A SELECTED GHANAIAN COLLEGE OF EDUCATION SUPERVISOR: Dr. Francis Kwadwo Awuah 10/02/2025

2. 2 OUTLINE Background The Problem Research Objectives and Questions Theoretical Framework Significance of the Study Research Methodology Data Analysis Key Findings Lessons Learnt Conclusion

3. 3 BACKGROUND Education as a human right gained global recognition (UN, 1948). The UN Salamanca Declaration, UNCRPD and SDG 4 also establishes that students with impairments should have equal access to their peers (UN, 1994; UNCRPD, 2006; UN, 2015). Hence, schools and institutions should shift from segregation and marginalization and implement inclusive ideologies. Mathematics has established relevance throughout all the industrial revolutions: driving technological advancement and societal progress (Strogatz, 2019; Awuah, 2018; French, 2015).

4. 4 BACKGROUND CONT’D Mathematics is most often included in the curriculum of various university programs offer students with job relevant skills and intellectual capabilities (Strogatz, 2019; Gal & Ginsburg , 1994). Despite the established relevance of mathematics education, students with visual impairments are excluded from mathematics education in Ghanaian colleges of education ( Odame et al, 2019; Asamoah et al, 2019). Hence, this study was conducted to investigate the exclusion of SVI from Mathematics education in Ghanaian Higher Education Institutions and its broader implications on academia and professional development.

5. 5 THE PROBLEM There are global convention for the need to promote inclusive education. These conventions do not only seek to give access but also equity ensuring all students have access to the same quality of education (UN, 1948; UN, 1994, UNCRPD, 2006). UN Declaration on Human Rights (1948), UN Salamanca Declaration (1994) and the Sustainable Development Goal 4 (2015), Continental Education Strategy for Africa (2015), African Charter on Human and People’s Rights (1981), Educational Strategic Plan (2018), Inclusive Education Policy (2015) Consequently, there exists a pertinent issue of exclusion of students with visual impairment from the mathematics education in higher education institutions ( Odame et al, 2019; University of Ghana, 2019; Muyaldi, 2017; Asamoah et al., 2018).

6. 6 RESEARCH OBJECTIVES AND QUESTIONS OBJECTIVES 1. To explore factors accounting for the excluding vision-impaired students from mathematics education in Ghana colleges of education. 2. To investigate how the exclusion from the mathematics curriculum affects the career planning of the visually impaired students. 3. To unearth some strategies that can be used to eradicate the exclusion of visually impaired students from the mathematics curriculum in Ghanaian colleges of education. QUESTIONS 1. What accounts for the exclusion of vision-impaired students from the mathematics education in Ghanaian colleges of education? 2. What are the implications of the exclusion of vision impaired students from the mathematics education on their career? 3. What are the strategies to eradicate the exclusion of students with visual impairment from the mathematics education in Ghanaian colleges of education?

7. THEORETICAL FRAMEWORK The Critical Disability Theory (CDT) was used as the analytical framework in this study ( Meekosha & Shuttleworth, 2009). This theory builds on the Social Model of Disability developed by Mike Oliver which emphasizes that disability arises from social barriers but not individual impairments (UPIAS, 1976; Oliver, 1990 ). The framework suits its deployment because of its strength to capture how power dynamics and institutional rationing perpetuates marginalization. It is also fit to explore the consequences of marginalization (Hall, 2019).

8. SIGNIFICANCE OF THE STUDY The study contributes to the growing research on inclusive mathematics education, illuminating the voices of marginalized students and consequences of excluding SVI. The study builds on the Critical Disability Theory to explore the promoters of the exclusion of SVI and its impact on career of the SVI. The study provides concrete facts and profound insights essentially for policy formulation and teacher education programme development to promote inclusion in higher education institutions. The study serves as a guideline for researchers interested in conducting similar studies in similar contexts.

9. 9 METHODOLOGY Paradigm: Interpretivism (Kuhn, 1970) – multiple reality, knowledge is created by social actors. Approach: Qualitative Research (Cresswell & Poth , 2017) Design: Case Study (Yin, 2018) Instrument: Semi-structured Interviews Sampling Technique: Purposive Sampling Key Informants: 13 participants – 7 SVI, 4 Tutors, 1 Resource Personnel and 1 Academic Officer (data saturation) .

10. 10 TRUSTWORTHINESS Credibility – member checking and triangulation Transferability – detailed description of study context and participants Confirmability – maintained an audit trail Dependability – consistency in research procedures (Lincoln & Guba, 1985).

11. 11 ETHICAL CONSIDERATION Ethics Approval – HUSSREC/AP/91 Consent Voluntary Participation Withdrawal at anytime Anonymity Confidentiality

12. 12 DATA ANALYSIS The qualitative data garnered through the interviews were analysed using thematically guided by Tesch’s (1992) approach. 1. Transcription of interview audios. 2. Open Coding 3. Themes identification The data analysis process was iterative and hence this approach was not religiously followed as revisits were done to some initial stages to better illuminate the voices and experiences of respondents ( Kekeya , 2016).

13. 13 KEY FINDINGS Research Questions Findings R Q1. Factors Promoting Exclusion Policy Gaps and Practices Rigid Pedagogical Approaches Lack of Assistive Technology Inadequate Inclusive Teacher Training Normalisation of SVI Marginalisation RQ2. Impact Of Exclusion On Academic And Career Restricted Access to STEM-career Pathways Lack of Opportunities for Career Growth Restrictions for Higher Learning Opportunities Restrictions in Socio-Economic Opportunities RQ3. Actionable Strategies For Inclusion Policy Reforms Investment into Assistive Technology Inclusive Pedagogical Training Curriculum Adaptations

14. 14 CONCLUSION This study concludes that the systemic exclusion of visually impaired students from Mathematics Education in Ghanaian colleges of education is perpetuated by turning blind eyes towards the inclusion of students with vision impairment . The exclusion of visually impaired students from Mathematics courses also has long-term professional, academic and economic consequences, as the relevance of mathematics is increasingly dominating the global job market .

15. 15 LESSONS LEARNT Ghanaian colleges of education fail to integrate SVI into mathematics education. Educational structures and decision-making processes reinforce systemic exclusion. Gaps between inclusive education policies ( eg. UNCRPD, SDG 4) and implementation. Exclusion directly affects career projection of SVI, limiting participation in STEM fields. Colleges of education are not upholding to ethical principles such as fairness, accessibility and diverse learning needs. Mathematics curriculum are not compliant to Universal Design for Learning principles.

16. 16 THANK YOU “ MEDAASE ” “ AKPE ”