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Informative Article | Education Management | India | Volume 5 Issue 11, November 2016
Access to Mathematics by Student with Visual Impairment through Nemeth Braille Code
K. Dhanalakshmi, Kamakshamma Murthy
The process of education and attainments thereof has an impact on all aspects of life. It captures capability of acquiring knowledge, communication and participation in community life. It alters an individual's and even community's collective perceptions, aspirations, goals as well as the ability and the means to attain them. A quality basic education better equips girls and boys with the knowledge and skills necessary to adopt healthy lifestyles, protect themselves from maladies, and take an active role in social, economic and political decision-making as they transition to adolescence and adulthood. Eighty percent of information acquired sighted people is through vision. In case of student with visual impairment facing difficulty and acquiring knowledge the area of visual ideas. Teachers should make them to learn converting visual ideas to non visual information through multi sensory approach. Teaching of expanded core curriculum makes the student with Visual Impairment to learn all aspects in life. Mathematics is one of the subjects in class room learning. To make the student with visual impairment to understand the concept Nemeth Code plays major role to access Mathematics. Effective use of Nemeth code makes student with visual impairment to learn all Mathematical concepts. This paper gives an overview of Nemeth Code to learn all the concepts in Mathematics by student with visual impairment.
Keywords: Nemeth Code, Student with Visual Impairment, Mathematics
Edition: Volume 5 Issue 11, November 2016
Pages: 314 - 315
How to Cite this Article?
K. Dhanalakshmi, Kamakshamma Murthy, "Access to Mathematics by Student with Visual Impairment through Nemeth Braille Code", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART20162742, Volume 5 Issue 11, November 2016, 314 - 315
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