Effects of Modelling on the Teaching of Pre-Primary Children with Visual Impairment

Abstract

Model is not the real world but merely a human construct to help the students better understand real world systems. In general all models have an information input, an information processor and an output of expected results. Tangible object such as beans, matchsticks, box, tube, ring, carton, fingers, abacus, cubarithm board, tactile objects, need for Improvisation, Wealth from Waste, Geo-Board, Construction activities and adaptation of aids could be served as model that will help children with visual impairment to cultivate interest in arithmetic. In the developed countries various programmes exist for special needs children, such programmes are usually deigned on a number as the basis for pre-school education. This includes Normal developmental model, cognitive model, behavioral model and eclectic model. This paper discusses on the effect of cognitive model for pre—primary pupils with visual impairment in teaching mathematics