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Abstract
Background and purpose: According to the student-centered approach in the mathematics curriculum
of visually impaired students, specific and unique goals should be developed for each individual student
in order to meet the special needs of each of them. The present study aims to identify the characteristics
of the components of the mathematics curriculum for visually impaired students with a student-centered
approach.
Method: This research was conducted with a qualitative approach of synthesis research. The studied
sources include valid scientific researches in this field, which according to the regular search in databases
based on the input criteria of 1896 scientific researches and finally based on the output criteria 23 articles
were selected for the final analysis. The checklist designed by the researcher was used to report and record
the information of the primary research. According to Roberts' six-step model of synthesis, the obtained
information was coded and analyzed.
Findings: The characteristics of the components of the mathematics curriculum for visually impaired
students were presented with a student-centered approach based on the ten elements of Ekr.
Conclusion: The results showed that the mathematics curriculum with a student-centered approach is a
program related to the needs, interests and abilities of visually impaired students, which according to their
previous experiences are related to their real life. That participation in learning, having the necessary skills
of the teacher in special education for mathematical learning and tactile highlighting is important.
 

Keywords: Curriculum components, mathematics, student-centered approach, synthesis, visual impairment

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