scholarly journals Science Educators' Perceptions About the Learning Situation of Visually Impaired Students through Scientific Inquiry in the Darkroom

2015 ◽  
Vol 35 (4) ◽  
pp. 609-618
Author(s):  
Hak Bum Kim ◽  
Sung Jae Pak ◽  
Jeongho Cha
Keyword(s):  
Scientific Inquiry ◽  
Visually Impaired ◽  
Learning Situation ◽  
Visually Impaired Students ◽  
Science Educators

scholarly journals ADAPTING SCIENCE CLASSROOMS FOR VISUALLY IMPAIRED STUDENTS: ISSUES, CHALLENGES AND PLAUSIBLE SOLUTIONS

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Shruti Pandey ◽  
Yogendra Pandey
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Science Curriculum ◽  
Theoretical Perspective ◽  
Educational Goals ◽  
Science Classrooms ◽  
Students With Special Needs ◽  
Accuracy And Precision ◽  
Visually Impaired Students ◽  
Science Educators

The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific attitudes such as objective outlook, spirit of enquiry, truthfulness and integrity, inventiveness, accuracy and precision. Therefore, in the science classrooms science educators must respond to their needs by motivating science and laboratory and science students with visually impaired conditions. Inadequate funding is the biggest problem in giving students with visual impairment fair access to education. The amount of teacher assistance or integration assistance is inadequate to meet the requirements. We do not have enough preparation and professional support in relation to the practical aspects of the science curriculum. This paper provides a theoretical perspective for the students with visual impairment to understand the challenges of entering science classrooms. The ideas in this article will help educators create opportunities for visually impaired students to improve science learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0865/a.php" alt="Hit counter" /></p>

Effects of exercise habits on visually impaired students on walking and balance ability

2019 ◽  
Vol 28 (5) ◽  
pp. 823-830
Author(s):  
Kye-Rak Choi ◽  
Si-Eun Lee ◽  
Yu-Jin Shim ◽  
Seung-Wook Choi
Keyword(s):  
Visually Impaired ◽  
Exercise Habits ◽  
Balance Ability ◽  
Visually Impaired Students

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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.

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.

Listening: A Teachable Skill for Visually Impaired Persons

1979 ◽  
Vol 73 (2) ◽  
pp. 59-67
Author(s):  
Robert W. Bischoff
Keyword(s):  
Visually Impaired ◽  
Listening Skills ◽  
Compressed Speech ◽  
Visually Impaired Students ◽  
Visually Impaired Persons

Reviews the literature on listening and describes ways of helping visually impaired students to improve their listening skills. Discusses advantages of compressed speech.

scholarly journals MAPVOICE: COMPUTATIONAL TOOL TO AID IN LEARNING CARTOGRAPHY FOR THE VISUALLY IMPAIRED

2018 ◽  
Vol 24 (1) ◽  
pp. 58-68
Author(s):  
Leonardo Carlos Barbosa ◽  
Lucilene Antunes Correia Marques de Sá
Keyword(s):  
Satisfactory Result ◽  
Visually Impaired ◽  
Teaching Assistants ◽  
Basic Education ◽  
Thematic Maps ◽  
Computational Tool ◽  
Geography Teaching ◽  
Physical Environments ◽  
Visually Impaired Students ◽  
Geographical Space

Abstract: In Brazil, the LDB - Law of Guidelines and Bases nº. 9394(Brazil, 1996) and the PCN - National Curricular Parameters, determines that the Geography discipline is recognized as autonomous and should not be understood as a complement to other disciplines. In this way, the improvement in Geography teaching passes through cartographic literacy. The focus is on offering the student the capacity to carry out the appropriation, analysis, reflection and criticism on geographical space. In this way, this paper presents a resource that consisted of the development of the application called MapVoice. The purpose of the software is to enable Blind or visually impaired students, from basic education, in the learning of Cartography in Geography classes. MapVoice provides the understanding and interpretation of physical environments transformed into thematic maps based on data from the 2010 Brazilian Demographic Census executed by IBGE. The software used sound and image resources developed for Windows environment. The research concludes that it is necessary to prepare the infrastructure of the schools for the reception of these students, but mainly the continuing training of teachers and teaching assistants. Mapvoice was tested at the Institute of the Blind for validation, achieving a satisfactory result and making enthusiasm for the development of new researches.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document