A High School Equivalency Program for Visually Impaired Students

1979 ◽  
Vol 73 (1) ◽  
pp. 26-27
Author(s):  
Ellen Benson Trief
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Evaluation Process ◽  
High School Equivalency ◽  
Rigorous Evaluation ◽  
High School Equivalency Program ◽  
Literature History ◽  
Visually Impaired Students

A high school equivalency program for the visually impaired includes a rigorous evaluation process to determine if the person would make a good candidate for instruction. The instruction includes the teaching of math, spelling and grammar, literature, history, and science. The use of various materials, special aids and modifications for visually impaired students is discussed.

Learning History on High School Equivalency Program

2017 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Ranulin Windarsari ◽  
Sunardi Sunardi ◽  
Djono Djono
Keyword(s):  
High School ◽  
Sampling Technique ◽  
Observation Data ◽  
High School Equivalency ◽  
Face To Face ◽  
Learning History ◽  
Analysis Technique ◽  
High School Equivalency Program ◽  
Evaluation Of Learning ◽  
High School Equivalency Programs

This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

scholarly journals Improving physics teaching materials on sound for visually impaired students in high school

2017 ◽  
Vol 52 (5) ◽  
pp. 055006 ◽  
Author(s):  
Frank G C Toenders ◽  
Lesley G A de Putter-Smits ◽  
Wendy T M Sanders ◽  
Perry den Brok
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Visually Impaired Students

scholarly journals Development of Communicative Competence in Junior High School Students with Visual Impairment in Different Institutional and Educational Settings

2021 ◽  
Vol 25 (2) ◽  
pp. 321-339
Author(s):  
Vitaly Z Kantor ◽  
Galina V. Nikulina ◽  
Irina N. Nikulina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Visually Impaired ◽  
Junior High ◽  
Communicative Competence ◽  
Junior High School Students ◽  
School Students ◽  
Visually Impaired Students ◽  
Partial Integration

Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity. Materials and Methods.The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient. Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect. Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.

scholarly journals Análisis para determinar la viabilidad del uso de un software traductor de documentos con notación matemática a voz como apoyo al aprendizaje de las personas con discapacidad visual

2020 ◽  
pp. 23-32
Author(s):  
Eduardo Vázquez-Zayas ◽  
Liliana Elena Olguín-Gil ◽  
Francisco Vázquez-Guzmán
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Visual Disabilities ◽  
Support Tool ◽  
Educational Environments ◽  
Learning Mathematics ◽  
The World ◽  
Para Determinar ◽  
Visually Impaired Students ◽  
Teaching Learning

This article describes the process followed to test software, the result of the first stage of an investigation, which aims to be a support tool for people with visual disabilities to improve their experience in learning mathematics. An analysis is made of the current situation in the country and the world of people with disabilities who wish to continue their studies at a high school or higher level, but who have found as main obstacles not having enough bibliography in Braille, or teachers not They have the means to generate content that visually impaired students can use in the same way as their classmates. Now with the Covid-19 pandemic there was a rebound in the use of educational platforms and distance education, leaving aside people with visual disabilities. We present the results of surveys applied to people with visual disabilities who participated using the software to evaluate their experience as users and their opinions to improve interaction with it. The objective of this study is to make people with visual disabilities feel included in regular educational environments, reducing the barriers that they may encounter in the teaching-learning process in the classroom, and converting them into inclusive classrooms.

Visually Impaired Students in Higher Education in Norway

1987 ◽  
Vol 81 (10) ◽  
pp. 482-484
Author(s):  
E.M. Haugann
Keyword(s):  
Higher Education ◽  
High School ◽  
Career Counseling ◽  
Visually Impaired ◽  
Counseling Services ◽  
Visually Impaired People ◽  
Impaired People ◽  
High School To College ◽  
Transition From High School ◽  
Visually Impaired Students

A sample of 40 visually impaired college students and older people were surveyed to determine areas for improvement in the educational system for visually impaired people in Norway. The survey found a strong need for career counseling services offering a wider range of occupations. Many of the respondents saw the need for a more diversified curriculum, ensuring a smoother transition from high school to college.

scholarly journals Learning History on High School Equivalency Program

2017 ◽  
Vol 1 (2) ◽  
pp. 145-159
Author(s):  
Ranulin Windarsari ◽  
Sunardi Sunardi ◽  
Djono `Djono
Keyword(s):  
High School ◽  
Sampling Technique ◽  
Observation Data ◽  
High School Equivalency ◽  
Face To Face ◽  
Learning History ◽  
Analysis Technique ◽  
High School Equivalency Program ◽  
Evaluation Of Learning ◽  
High School Equivalency Programs

This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.

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