Notes on Teaching Precalculus to a Blind Student in a College Precalculus Course

By Steven Schluchter

Preferred Citation

Schluchter, S. (2018). Notes on Teaching Precalculus to a Blind Student in a College Precalculus Course. Journal of Blindness Innovation and Research, 8(1). Retrieved from doi:


This article is a case study of the author’s experiences teaching a precalculus mathematics course for a class that included a blind student. This document details the challenges that were confronted and the solutions that were implemented. The challenges that were encountered included screen reader accessibility of online homework systems and computer algebra systems, the need to formulate appropriate mathematical diction in lecture and in office hours settings, and the need to develop better techniques to teach graphing. These challenges also included a decision on what course content and reinforcement was best left delegated to a regular one-on-one meeting with the student while there was still an imperative for the student to learn in an integrated setting with his sighted peers. We close with a Practitioner’s Notes section, which contains shortened takeaways from the rest of this article and a table of selected mathematical diction appropriate for a teacher to use when communicating with a blind learner.


Mathematics pedagogies, scribes, classroom techniques, one-on-one strategies, adaptive technologies

Full Text:

HTML HTML-MATHML BRF Note: For readers accessing this article using screen reading software, for the best experience it is recommend that they access the HTML-MathML version using the Mozilla FireFox web browser.


The Journal of Blindness Innovation and Research is copyright (c) 2018 to the National Federation of the Blind.