Theoretical and conceptual framework of the academic performance of students with visual impairment in mathematics at Mansa and Malcom Moffat colleges of education in Zambia

Abstract

This manuscript is an extract of a theoretical framework and conceptual framework from a Master’s an on-going study on the   academic   performance of students with visual impairment in mathematics at Mansa and Malcom, Moffat colleges of education in Zambia. The work is an attempt to review the academic performance of students with visual impairment in Mathematics at Mansa and Malcom Moffat colleges of Education. Among the factors that may affect these students are such as instructional materials, instructional approaches in teaching Mathematics, lecturer’s attitude and academic performance of learners with visual impairment. It is argued that if these factors are identified and addressed students with visual impairment can benefit a lot from students with visual impairment education under education system.