ABSTRACT

A thorough understanding in mathematics enhances educational and occupational oppc. for all, whether sighted or visually impaired. However, solving complicated mathe problems is difficult for visually challenged students in schools and universities as the caic available in the markets with smooth input keys and LCD outputs are useless for them. Usi assistive technology which is basically a service or product to help people with disabilities fur more independently has removed barriers to educate and employ people. We would be us help of talking calculators to solve this problem. During initial instruction in arithmetic operations, the braillewriter and abacus should be the m tools used in calculations. The talking calculator should only be used as a reinforcer for ski learned with the braillewriter and abacus until a student masters the fundamental concepts involv. in computation. As the student becomes more proficient with the braillewriter and abacus, an demonstrates understanding of basic mathematics concepts, progressively less emphasis should be placed on the braillewriter and more emphasis should be placed on the use of the talking calculator.