Using of Inclusive Education to Enhance the Teaching of Chemistry to the Visually Impaired Students in Secondary Schools

2017 ◽  
Vol 04 (05) ◽  
pp. 5148-5156
Author(s):  
Omiko, A ◽  
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Visually Impaired Students

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.

scholarly journals Cell biology for visually impaired people: a study on inclusion methodologies

2020 ◽  
Vol 9 (11) ◽  
pp. e55691110010
Author(s):  
Ruan Pablo Vieira Santos ◽  
Francisco Prado Reis ◽  
Joana Angélica Melo de Andrade ◽  
Vera Lúcia Corrêa Feitosa
Keyword(s):  
Inclusive Education ◽  
Cell Biology ◽  
Visually Impaired ◽  
Social Attitudes ◽  
Quality Education ◽  
Cell Analysis ◽  
Training Process ◽  
Qualified Teachers ◽  
Visually Impaired People ◽  
Visually Impaired Students

Introduction: Inclusive Education is a consequence of changes in social attitudes that have been established throughout history. Objective: This study analyzed the conceptions and practices of teachers who taught blind students and the benefits of using a didactic model (3D cell) adapted for these students. Methodology: 10 teachers were selected from the departments of Biology, Chemistry and Morphology at Universidade Federal de Sergipe. As for the 3D cell analysis, three visually impaired students from Biology, Physical Education and Physiotherapy courses were invited. Results: The research demonstrated the main weaknesses in the teacher training process and the little support they receive, thus leading to difficulties in the learning process and the relevance that didactic models can have in this context. Conclusion: Considering that theoretical and methodological foundations of Inclusive Education are based on a conception of quality education for the whole society, a more qualified teachers’ participation is essential to meet the educational needs of all students, with or without disabilities.

scholarly journals DEVELOPING AN INCLUSIVE APPROACH TO TEACHING ENGLISH AS A MAJOR TO VIETNAMESE VISUALLY-IMPAIRED STUDENTS AT ULIS, VNU, HANOI

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Tuan Anh
Keyword(s):  
Foreign Language ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Tertiary Level ◽  
Teaching English ◽  
The World ◽  
Inclusive Approach ◽  
Approach To Teaching ◽  
Visually Impaired Students ◽  
And Training

Teritary inclusive education has become more and more popular in the world in different fields of education and training, and ULIS is one of the few foreign-language-specialized universities in Vietnam that have visually-impaired students persuing one of its undergraduate degrees. Through an analysis of the study diary by one of the new visually-impaired graduates at ULIS and a direct interview via telephone, this study focuses on investiating all the elements involved in the making of “a speacial product” and aims to propose a model process of training visually-impaired students at the tertiary level. The results, to a large extent, show a high applicability of the model, provided that interested universities are “really serious” and wish to open the door of opportunities to visually-impaired students.

scholarly journals RECURSOS DIDÁTICOS E INCLUSIVOS PARA O ENSINO DO MEIO AMBIENTE

2021 ◽  
Vol 14 (23) ◽  
pp. 85
Author(s):  
Kauê Felippe de MORAES (UFPA) ◽  
Bruna Rafaela Mendonça OLIVEIRA (UEPA) ◽  
Luciana De Nazaré FARIAS (UEPA)
Keyword(s):  
Qualitative Research ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Low Vision ◽  
Education Environment ◽  
Visually Impaired Students

Este artigo refere-se à utilização de recursos didáticos e inclusivos para o ensino de Meio Ambiente, experiência realizada em uma turma de discentes do PARFOR que atuam no Ensino Fundamental com a disciplina Biologia. Tem por objetivo analisar as dificuldades enfrentadas por esses professores em formação que atuam com alunos com deficiência visual (cegos/baixa visão). A metodologia com base na pesquisa qualitativa, se deu em três diferentes etapas e culminou com a realização do workshop intitulado de “Recursos Didáticos e Inclusivos para o Ensino de Meio Ambiente”, onde foi construído e experimentado o uso de um “Dominó Inclusivo Sobre Meio Ambiente”. Os resultados apontam  que os acadêmicos apresentam experiências na educação dos alunos deficientes visuais. Porém, ainda há dificuldades em promover a educação inclusiva no ensino regular.Palavras-chave: Deficiência Visual. Educação Inclusiva. Meio Ambiente. Recursos Didáticos.TEACHING AND INCLUSIVE RESOURCES FOR ENVIRONMENTAL EDUCATIONThis article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.Keywords: Visual Impairment. Inclusive Education. Environment. Didactic Resources.

scholarly journals INCLUSIVE EDUCATION: A CASE STUDY ON ITS CHALLENGES AND LONG-TERM IMPACT ON VISUALLY IMPAIRED INDIVIDUALS

2020 ◽  
Vol 2 (4) ◽  
pp. 30-42
Author(s):  
Hind Eldaw Elnour ◽  
Supiah Saad
Keyword(s):  
Inclusive Education ◽  
Visually Impaired ◽  
Quantitative Methods ◽  
Structured Interview ◽  
Social Lives ◽  
Positive Attitudes ◽  
Being Bullied ◽  
Visually Impaired Students ◽  
Long Term Impact ◽  
The Impact

Inclusive education is arguably currently one of the most debated topics in the field of education. With more and more families opting for this approach to education for their special needs child, there is a rise in the number of schools adopting this approach. The present study examines the perceptions of visually impaired individuals towards inclusive education in Malaysia, including the challenges faced. The impact on their social lives was also investigated. Participants for the study comprised of 4 visually impaired individuals who had previously gone through inclusive education in their secondary school years. Employing a qualitative approach, a semi-structured interview was conducted in order to generate an in-depth insight into the phenomenon. The results of the study have indicated overall positive experiences for the participants. While the majority of the teachers were reported to show positive attitudes towards the participants, there were rare occurrences of teachers being unaware of the appropriate approaches of including the visually impaired students while teaching. Moreover, although there were a few instances of being bullied by peers, this improved once the visually impaired and their sighted peers began to socialize and understand each other. This positive repercussion of socialization was evident in the social development of the participants with regard to their working life and relationships with others. Some suggestions were made by the participants, which have been put forth as implications. These include more viable education options and widespread opportunities for attaining stable jobs. Nonetheless, further research is required in the field involving female participants to gain a wider perspective on the phenomenon, while the integration of quantitative methods of data collection will generate more conclusive outcomes.

scholarly journals The Competence of Teacher Assistants in the Context of Working with Visually Impaired Students. Needs of the Environment and the Vision of Change

2020 ◽  
Author(s):  
Małgorzata Paplińska
Keyword(s):  
Inclusive Education ◽  
Visually Impaired ◽  
Current Approach ◽  
Special Education Teacher ◽  
Teacher Assistants ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
Teachers And Parents ◽  
The One ◽  
Teacher Assistant

The text contains an analysis of the competence of a special education teacher, with particular emphasis on the competence of one working as a teacher assistant with blind and visually impaired students. It attempts to answer the question of what competence a teacher assistant should have. On the one hand, this competence must be a response to the current needs of students with visual impairments, their teachers and parents. In line with the current approach to inclusive education, the teacher assistant who works with visually impaired students should be equipped with a whole array of competences, especially a number of highly specialised ones. On the other hand, taking into account e.g. creative and ethical competences, universities educating future teachers of the kind are not able to equip graduates with full competences.

scholarly journals The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

2020 ◽  
Vol 14 (1) ◽  
pp. 86
Author(s):  
Buarattana Attachoo ◽  
Pragasit Sitthitikul
Keyword(s):  
Language Learning ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Visually Impaired ◽  
English Language ◽  
Educational Achievement ◽  
Inclusive Classroom ◽  
English Language Learning ◽  
Educational Equality ◽  
Visually Impaired Students

Under the light of educational equality, visually impaired students (VIS) have the right to improve their quality of life through educational achievement. Fortunately, policies and regulations encourage inclusive education to support all types of students including students with visual impairment. This means that the VIS are required to complete a compulsory educational system including studying English language in school and university levels. However, the mismatch between the objectives of the support policies and the practicality towards English Language Learning (ELL) among these students still exists in Thailand, and the difficulties in the ELL of the VIS remain uninvestigated. Hence, this study aims to explore the essence and meaning of ELL in an inclusive classroom derived from the perceptions of the VIS. To elicit the experiences from the participants, the phenomenological methodology was employed as the research design. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting. The data was collected from in-depth interviews and grouped into units of meaning or themes. The results showed that the essence of this study was shaped from both negative and positive aspects of ELL in an inclusive classroom, which can contribute to the VIS, practitioners, and administrative levels as guidance for future practices.

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