THE INCLUSION OF VISUALLY IMPAIRED STUDENTS IN A LEBANESE PRIVATE SCHOOL: A CASE STUDY

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Yara Kobrossy
Keyword(s):  
Private School ◽  
Visually Impaired ◽  
Visually Impaired Students

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>

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.

scholarly journals A Case Study of Visually Impaired Student on A Learning Style and Learning Strategies in English Learning in Visually Impaired Charitable Institution Aisiyah Ponorogo

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 88
Author(s):  
Yolanda Nadya Galerin ◽  
Niken Reti Indriastuti ◽  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Visually Impaired ◽  
Visual Learning ◽  
Social Strategies ◽  
Charitable Institution ◽  
The Media ◽  
Visually Impaired Students ◽  
Auditory Learners

This research aimed to find out: (1) the difficulties that faced by Visually Impaired Students (2) the learning style that used by Visually Impaired Students (3) the learning strategiess that used by Visually Impaired Students. The type of research is descriptive qualitative research in the form of case study.. There are three visually impaired students, teacher, orphanage caregiver involved in this research. In this research, the researcher used observation, questionnaire and interview for instrument. Further the data analysis used Miles and Huberman model with the steps as following: data reduction, data display, and conclusion. The result shows that the difficulties appeared because there were in inclusive class. Almost of them felt difficult when the learning process was seeing the media such as presentation or watching a visual picture or videos. To overcome it they had different strategies.. The researcher classified that One students had memory strategies, compensation strategies and social strategies. One student used affective strategies. One student used metacognitive strategies. Based on the learning style, the most of visually impaired students were auditory learners. It can seen from all of Visually Impaired Students said that it more easier when listening to the teachers but if they didn’t understand they wrote the material first on the notebook. So, the Visually Impaired Student easier to understand the material that given by the teacher through listening. Visually Impaired Student at Charitable Institution ‘AisyiyahPonorogo didn’t have visual learning style because they were totally blind.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2020 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Ethnographic Case Study ◽  
Teacher Interviews ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2018 ◽  
Vol 7 (1) ◽  
pp. 83 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Ethnographic Case Study ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.Keywords: visual impairment; language education; learning strategy; special education.

Learning in an Inclusive Multi-Modal Environment

2010 ◽  
Vol 12 (3) ◽  
pp. 28-44
Author(s):  
Deryn Graham ◽  
Ian Benest ◽  
Peter Nicholl
Keyword(s):  
Assistive Technology ◽  
Interaction Design ◽  
Visually Impaired ◽  
Future Research ◽  
Technology Products ◽  
Inclusive Learning ◽  
Original Case ◽  
Visually Impaired Students

This paper examines recent research in interaction design for inclusive learning and the development of ideas for further research into building an environment facilitating inclusive multi-modal learning. In this paper, the authors give a summary of the findings of the original case study on improving interaction design for teaching visually impaired students. The paper then describes and discusses further work on evaluating current assistive technology products, with conclusions being drawn on future research.

scholarly journals Developing Core Competence With Project-Based Learning: Voices From Chinese High School Students Serving Visually Impaired Students

2021 ◽  
pp. 209653112110054
Author(s):  
Linli Zhou ◽  
Jia Li
Keyword(s):  
High School Students ◽  
High Schools ◽  
Social Responsibility ◽  
Visually Impaired ◽  
Core Competence ◽  
Project Based Learning ◽  
School Students ◽  
Visually Impaired Students ◽  
K 12

Highlights This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on “designing accessible garbage bins for VIS.” Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique.

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