scholarly journals Anxiety in Visually Impaired Students about the Future

2018 ◽  
Vol 7 (2) ◽  
pp. 152
Author(s):  
Aydın Kızılaslan ◽  
M. Meral Kızılaslan
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Ability To Act ◽  
The Future ◽  
8Th Grade ◽  
Visually Impaired Students ◽  
Time Aware ◽  
Future Plans

<span>The aim of this study is to determine the anxiety level that visually impaired students may have for the future when planning their profession. Anxiety is defined as excessive level fear and worry about real or imaginary situations. So the excessive worry can affect the ability to act to solve a problem. This study is a case study based on the semi-structured interviews. The study group consists of six 8th grade students with visual impairment. The aim of selecting students with visual impairment as a sample group is to determine the individuals who are aware that education is an important for their future plans but at the same time aware that the barriers created by society have greater impact on their the socialization. As a result, visually impaired individuals are willing to be part of the society, but the created obstacles cause anxiety in many different ways as they constitute their futures. This situation negatively affects their motivation and academic performance, and diminishes the importance of education for them as well.</span>

scholarly journals Personalities Development and Role of Teachers for Visual Impairment Student at Institute Tahfiz Quran Sultan Haji Hassanal Bolkiah

2020 ◽  
Vol 4 (1) ◽  
pp. 28-41
Author(s):  
Ak Mohd Aiman Pg Hj Md Zaman
Keyword(s):  
Visual Impairment ◽  
Teacher Development ◽  
Visually Impaired ◽  
Essential Elements ◽  
Main Role ◽  
Structured Interviews ◽  
Brunei Darussalam ◽  
Visually Impaired Students ◽  
Set Up

Institut Tahfiz Quran Sultan Haji Hassanal Bolkiah is the only institution in Brunei Darussalam who has Al-Quran study and memorization programs especially for visually impaired students, but how far their learning effectiveness is not yet known. Therefore, this study aims to investigate the essential elements required in identifying the essential elements required in development of teachers for visually impaired students. Identify the main role of teacher development for visually impaired students. This study is a qualitative study with a case study design with total of 4 informants were selected using a purposive sampling. The data were collected through semi-structured interviews and analyzed descriptively. Studies have shown that they have the potential to teach more visual impairment students, as well as being a link to other different abilities in order to study al-Quran in a proper way. The implication of this study shows that ITQSHHB has successfully set up a facility to learn al-Quran to the special needs who are literate in al-Quran education.

scholarly journals O Diálogo com estudantes com deficiência visual (Dv’s ) como Instrumento Formativo para um Ensino de Matemática InclusivoThe dialogue with visually impaired students as a formative tool for an inclusive mathematics teaching

2020 ◽  
Vol 22 (2) ◽  
pp. 281-311
Author(s):  
Tiago Pereira ◽  
Fábio Alexandre Borges
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Visual Impairment ◽  
Mathematics Teaching ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Education Students ◽  
Teaching Support ◽  
Visually Impaired Students ◽  
Inclusive Schooling

ResumoNeste trabalho discutimos alguns aspectos apresentados por estudantes com deficiência visual quanto às suas respectivas escolarizações inclusivas enfocando a disciplina de matemática. Foram entrevistados quatro sujeitos, atuais acadêmicos no ensino superior, por meio de entrevistas semiestruturadas, que foram norteadas por um roteiro de perguntas construído com subsídios de uma revisão bibliográfica anterior. Na análise, empregamos os pressupostos da análise de conteúdo, e para expormos nossos resultados, utilizamos categorias elencadas por meio das convergências existentes nas falas dos entrevistados. As categorias identificadas foram: a diferenciação docente de conteúdos e atividades escolares entre estudantes com deficiência visual e videntes; o desconhecimento docente das necessidades educativas do aluno com deficiência visual; negligências/omissões docentes no ensino de estudantes com deficiência visual, incluso quanto aos seus aprendizados; tentativas isoladas de apoio docente como reflexo da falta de um trabalho coletivo escolar mais amplo.Palavras-chave: Deficiência visual, Ensino de matemática inclusivo, Narrativas de estudantes.AbstractIn this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work.Keywords: Visual impairment, Teaching of inclusive mathematics, Narratives of students.ResumenEn este artículo se discuten algunos aspectos presentados por estudiantes con discapacidad visual sobre su escolarización inclusiva con enfoque en matemáticas. Cuatro sujetos, estudiantes actuales de educación superior, respondieron entrevistas semiestructuradas que preparamos basados en un guión de preguntas construido con subsidios de una revisión bibliográfica previa. En el análisis, usamos los supuestos del análisis de contenido, y para exponer nuestros resultados, usamos categorías listadas a través de las convergencias existentes en las declaraciones de los encuestados. Las categorías identificadas fueron: la diferenciación docente del contenido y las actividades escolares entre estudiantes con discapacidad visual y con videntes; el desconocimiento de los profesores sobre las necesidades educativas del alumno con discapacidad visual; negligencia / omisiones en la enseñanza de estudiantes con discapacidad visual, incluido su aprendizaje; intentos aislados de apoyo a la enseñanza como reflejo de la falta de un trabajo escolar colectivo más amplio.Palabras clave: Discapacidad visual, Enseñanza inclusiva de las matemáticas, narrativas de estudiantes.

scholarly journals Activities to teach heat and temperature concepts to visually impaired students

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Aydın Kızılaslan ◽  
Mustafa Sözbilir
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Science Classroom ◽  
Low Vision ◽  
Visual Objects ◽  
8Th Grade ◽  
Design Activities ◽  
Visually Impaired Students ◽  
Sense Of Touch ◽  
Science Activities

AbstractLow vision or blindness are defined as visual impairment, which is the decreased ability to see to a degree that causes problems in education as well as in daily life. Students with visual impairment struggle with learning concepts in science due to using visual objects such as figures, equations and graphs. But the science could be made more accessible to those students through collaboration and specific adaptation in both the science classroom and laboratory by providing simple adaptations or doing some essential modifications to help them gaining experience with measuring, balancing and weighing a variety of materials with simple adaptations or modifications. This study aims to design activities to teach heat and temperature concepts to visually impaired students which are found difficult to comprehend even by the sighted students. For this purpose, instructional material that emphasizing the sense of touch and interactive science activities were designed to make science more accessible to 8th grade students in a special school for visually impaired. The activities basically consist of simple, economical and easily accessible everyday materials. Nearly all of the students indicated that they are quite satisfied if all courses would be taught by activities developed in line with their individual needs.

scholarly journals The development of science process skills in visually impaired students: analysis of the activities

2019 ◽  
Vol 8 (1) ◽  
pp. 90 ◽  
Author(s):  
Aydın Kızılaslan
Keyword(s):  
Instructional Design ◽  
Life Skills ◽  
Visually Impaired ◽  
Visual Cues ◽  
Learning Needs ◽  
Process Skills ◽  
Scientific Process ◽  
Second Stage ◽  
Visually Impaired Students

<span>Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students’ learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.</span>

scholarly journals ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 306-324
Author(s):  
Camila Maria Gonçalves de Castro ◽  
Giovana Evangelista Alves ◽  
Cláudio Alves Pereira
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Digestive System ◽  
Low Vision ◽  
Structured Interviews ◽  
School Life ◽  
Human Digestive System ◽  
Visually Impaired Students ◽  
Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

Perspectives concerning the future when time is suspended: Analysing inmates’ discourse

2015 ◽  
Vol 27 (3) ◽  
pp. 295-311
Author(s):  
Renato Gomes Carvalho ◽  
Regina Capelo ◽  
Diana Nuñez
Keyword(s):  
Time Perspective ◽  
Emotional Valence ◽  
Future Time Perspective ◽  
Life Domains ◽  
Structured Interviews ◽  
Future Time ◽  
The Future ◽  
Male Prisoners ◽  
Relevant Factors ◽  
Future Plans

Research has shown the importance of prospective thinking in the understanding of individual behaviour across different contexts. However, there has not been extensive attention paid to individuals’ future time perspective (FTP) in non-normative contexts, such as prison, especially using qualitative research methods. In this study, we qualitatively analyse the FTP of 16 Portuguese male prisoners, ranging in age from 24 to 51 years ( M = 35, SD = 8 (idem)) and serving sentences from one to 25 years ( M = 8.6, SD = 7.3). Through content analysis of data obtained in semi-structured interviews, four main categories emerged: life prior to prison, adaptation to prison, activities in prison, and perspectives concerning the future. Considering the primary features of FTP (content, extension, valence), we determined that prisoners develop FTP in different life domains. However, the extension and emotional valence of their FTP were influenced by the sentence time and perceived social support. The results are discussed regarding the importance of counselling and of the construction of future plans in the context of prison as relevant factors for individual adaptability.

scholarly journals Pengaruh edukasi kesehatan gigi dan mulut berbasis buku Braille terhadap tingkat kebersihan gigi dan mulut penyandang tunanetra di SLB-A TPA dan SLB Negeri JemberThe effect of oral health education in the form of Braille book towards the oral hygiene status of visually impaired student attending Special School-A TPA and Public Special School of Jember

2020 ◽  
Vol 32 (2) ◽  
pp. 139
Author(s):  
Adilia Putri Istadi ◽  
Niken Probosari ◽  
Sulistiyani Sulistiyani
Keyword(s):  
Oral Health ◽  
Health Education ◽  
Visual Impairment ◽  
Oral Hygiene ◽  
Visually Impaired ◽  
Special School ◽  
P Value ◽  
Paired Sample ◽  
Oral Health Education ◽  
Visually Impaired Students

Pendahuluan: Tunanetra merupakan istilah yang digunakan untuk kondisi seseorang yang mengalami gangguan dalam indera penglihatannya. Keterbatasan fisik yang dialami oleh tunanetra menyebabkan pengetahuan tentang kesehatan gigi dan mulut sulit didapatkan dan cenderung memiliki tingkat kebersihan gigi dan mulut yang rendah. Oleh karena itu diperlukan pendekatan khusus agar pengetahuan dan kebersihan gigi dan mulut dapat meningkat. Tujuan penelitian ini untuk menganalisis pengaruh edukasi kesehatan gigi dan mulut berbasis Braille terhadap tingkat kebersihan gigi dan mulut penyandang tunanetra. Metode: Jenis penelitian ini merupakan pre-eksperimental dengan desain penelitian one-group pretest-posttest design. Subjek penelitian berjumlah 18 siswa penyandang tunanetra SLB-A TPA dan SLB Negeri Jember yang diberikan edukasi berupa buku panduan kesehatan gigi dan mulut berbasis buku Braille. Subjek diminta untuk menjaga kebersihan gigi dan mulut salah satunya dengan menyikat gigi dua kali sehari selama 21 hari. Pengukuran tingkat kebersihan gigi dan mulut dilakukan menggunakan indeks OHI-S Green dan Vermillion. Pengukuran dilakukan pada hari ke-1 (evaluasi 1) sebelum diberi perlakuan dan pelatihan sikat gigi, hari ke-10 (evaluasi 2), dan hari ke-21 (evaluasi 3). Data dianalisis dengan uji komparatif parametrik paired sample t-test. Hasil: Distribusi data adalah normal dengan p-value (p>0,05) sebesar 0,200 (evaluasi 1), 0,126 (evaluasi 2), dan 0,118 (evaluasi 3). Edukasi yang diberikan selama 10 hari tidak menurunkan indeks OHI-S dengan p-value 0,317 (p>0,05). Edukasi selama 21 hari dapat menurunkan indeks OHI-S dengan p-value sebesar 0,000 (p<0,05). Simpulan: Pemberian edukasi kesehatan gigi dan mulut berbasis buku Braille pada penyandang tunanetra di SLB-A-TPA dan SLB Negeri   Jember berpengaruh terhadap peningkatan kebersihan gigi dan mulut.Kata kunci: Tunanetra, edukasi, Braille, kebersihan gigi dan mulut, OHI-S. ABSTRACTIntroduction: Visual impairment is a term used for the condition of a person who has a disturbance in the sense of sight. Physical limitations experienced by visually impaired individual make the knowledge regarding oral health difficult to obtain and tends to have a low level of oral hygiene. Therefore, a personal approach is needed so that the oral health knowledge and oral hygiene can be improved. This study was conducted to analyse the effect of Braille-based oral health education on the level of the visually impaired students’ oral hygiene. Methods: This research was pre-experimental research with a one-group pretest-posttest design. Research subjects were 18 students with a visual impairment from Special School-A TPA and Public Special School of Jember who were given education in the form of oral health manuals in the form of Braille books. Subjects were asked to maintain their oral hygiene by brushing their teeth twice a day for 21 days. Measurement of the oral hygiene level was carried out using the Green and Vermillion OHI-S index. Measurements were made on day 1 (evaluation 1) before being treated and trained in toothbrushes; day 10 (evaluation 2); and day 21 (evaluation 3). The data were analysed by the paired sample t-test parametric comparative analysis. Results: Data distribution was normal with p-value > 0.05 of (p = 0.200) (evaluation 1), 0.126 (evaluation 2), and 0.118 (evaluation 3). The counselling was conducted for ten days and had not reduced the OHI-S index, with a p-value of 0.317 (p > 0.05). Counselling then continued for 21 days and was able to reduce the OHI-S index with a p-value of 0.000 (p < 0.05). Conclusion: Providing Braille books-based oral health education to visually impaired students in Special School-A TPA and Public Special School of Jember improving their oral hygiene.Keywords: Visual impairment, education, Braille, oral hygiene, OHI-S.

scholarly journals BASAER Team: The First Arabic Robot Team for Building the Capacities of Visually Impaired Students to Build and Program Robots

2021 ◽  
Vol 16 (24) ◽  
pp. 91-107
Author(s):  
Mahmoud Hamash ◽  
Hasnah Mohamed
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Experimental Approach ◽  
Visual Impairments ◽  
Educational Robotics ◽  
Full Inclusion ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
Guided Instruction ◽  
Educational Robots

the purpose of this study was to examine whether visually impaired students can build educational robots and program them if they receive adapted materials and instructions with guided instruction from well-trained educators in the fields of inclusive STEM Classrooms. Discussion of the technologies and our experimental approach is presented in this paper and validated through the continued successful effort with visually impaired students for two years of the program and specialists in the field of visual impairment and STEAM, we also validated our approach by performing experimental classes for students with different visual impairments and ages. The results indicated that the approach used by BASAER team was successful in enabling the blind and visually impaired students to build and program educational robotics and to participate effectively in national and international STEAM programs and competitions, with some limitations and Challenges encountered and explored during this research. The results from this study will be used to suggest a fully adapted system to support full inclusion for blind and visually impaired students in educational robots in STEAM context and to promote the adoption of this study and similar studies toward Inclusive STEM Classrooms.

Students with Visual Impairments in Special and Mainstream Schools in Japan: A Survey

2000 ◽  
Vol 94 (4) ◽  
pp. 218-228
Author(s):  
Toshibumi Kakizawa ◽  
Graeme Douglas ◽  
Kunio Kagawa ◽  
Heather Mason
Keyword(s):  
Great Britain ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Special Schools ◽  
General Decrease ◽  
Visually Impaired Students

This article reports on a 1995 survey of visually impaired students in Japan: 4,537 in special schools for visually impaired students and 233 in visual impairment units in mainstream schools. Although there appears to be a general decrease in the number of students with visual impairments in Japan, the proportion with additional disabilities is increasing. The findings for Japan are contrasted with those of similar studies in Great Britain.

Application of VoiceXML in e-Learning Systems

2010 ◽  
pp. 92-108 ◽  
Author(s):  
A. A. Azeta ◽  
C. K. Ayo ◽  
A. A. Atayero ◽  
N. A. Ikhu-Omoregbe
Keyword(s):  
Distance Learning ◽  
Visually Impaired ◽  
Learning Systems ◽  
Learning Technology ◽  
Information And Communication ◽  
E Learning ◽  
Visually Impaired Students ◽  
The Voice ◽  
Usability Criteria

This chapter examines the learning environment of visually impaired students in the school for the blind. The level of Information and Communication Technology (ICT) utilization and adoption is reported with specific interest in VoiceXML and its application areas. As a case study, a prototype voice-based e-Learning application for course registration and examination was developed and reported. The system was evaluated using ISO 9241-11 usability criteria. The outcome of the usability evaluation is also presented. The voice-based e-Learning technology described in this chapter will improve accessibility to education, including distance learning for learners who are visually impaired in the school for the blind.

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