Turkish Journal of Special Education Research and Practice
Barriers to Digital Inclusion in Mathematics Education for Students with Visual Impairments in Oyo State, Nigeria
This study examined barriers to digital inclusion in mathematics education for students with visual impairment in mainstream secondary schools in Oyo State, Nigeria. Guided by digital divide theory, the study investigated infrastructural, technological, pedagogical, and learner-related barriers using a descriptive survey design. Participants were 130 students with visual impairment and 30 mathematics teachers from five mainstream secondary schools. Data were collected using the validated Digital Inclusion Barriers …