scholarly journals Science education for blind and visually impaired children

2021 ◽  
Vol 28 (1) ◽  
pp. 167-190
Author(s):  
Janja Plazar ◽  
Cécil J. W. Meulenberg ◽  
Aksinja Kermauner
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Learning Process ◽  
Visually Impaired ◽  
Educational Tools ◽  
Inquiry Based Learning ◽  
Knowledge Based ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children

Nowadays, science education is based predominantly on the principle of constructivism, according to which children should be active participants in the learning process and construct their knowledge based on experience. For blind or visually impaired children, science education methods and educational tools must be adapted according to their perceptual needs, in order for these children to be active participants in the learning process. The aim of the current paper is to describe the latest view on active and inquiry-based learning in science education for blind or visually impaired children while simultaneously minimizing misconceptions. Further, the paper compiles the recent research that enables prosperous and high-quality adaptive educational approaches and tools. Thus, the content of this paper will be useful for both science teachers and researchers of inclusive classrooms.

MORE TEACHERS OF BRAILLE NEEDED

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A123-A123
Author(s):  
Student
Keyword(s):  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Severe Shortage ◽  
Visually Impaired Children

[There is] a severe shortage of teachers certified to instruct blind and visually impaired children. Increasing the number of teachers is one way to improve the braille skills of blind youngsters.

scholarly journals Autistic-Like Features in Visually Impaired Children: A Review of Literature and Directions for Future Research

2020 ◽  
Vol 10 (8) ◽  
pp. 507 ◽  
Author(s):  
Anna Molinaro ◽  
Serena Micheletti ◽  
Andrea Rossi ◽  
Filippo Gitti ◽  
Jessica Galli ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Autism Spectrum ◽  
Future Research ◽  
Clinical Impression ◽  
Blind And Visually Impaired ◽  
Current State ◽  
High Prevalence ◽  
The Relationship ◽  
Impaired Children ◽  
Visually Impaired Children

There remains great interest in understanding the relationship between visual impairment (VI) and autism spectrum disorder (ASD) due to the extraordinarily high prevalence of ASD in blind and visually impaired children. The broad variability across individuals and assessment methodologies have made it difficult to understand whether autistic-like symptoms shown by some children with VI might reflect the influence of the visual deficit, or represent a primary neurodevelopmental condition that occurs independently of the VI itself. In the absence of a valid methodology adapted for the visually impaired population, diagnosis of ASD in children with VI is often based on non-objective clinical impression, with inconclusive prevalence data. In this review, we discuss the current state of knowledge and suggest directions for future research.

The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children

1991 ◽  
Vol 14 (3) ◽  
pp. 273-283 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Longitudinal Study ◽  
Perceptual Experience ◽  
Visually Impaired ◽  
The Other ◽  
Only Children ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

Services to Blind and Visually Impaired Children and Adults: Who is Responsible?

1987 ◽  
Vol 81 (8) ◽  
pp. 368-376 ◽  
Author(s):  
R.L. Harrell ◽  
S.A. Curry
Keyword(s):  
Visually Impaired ◽  
Quality Education ◽  
Disabled People ◽  
Federal Level ◽  
Rehabilitation Programs ◽  
Blind And Visually Impaired ◽  
Visually Impaired Persons ◽  
Impaired Children ◽  
Acting In Concert ◽  
Visually Impaired Children

Quality education and rehabilitation programs for blind and visually impaired individuals may be threatened by the philosophy of service to disabled people currently prevailing at the federal level. This philosophy would treat blind and visually impaired persons as though their needs were the same as those of other handicapped persons. In fact, sometimes the needs coincide; sometimes they do not. Proper service delivery can be ensured only by understanding this philosophy, becoming aware of its subtle and overt impact on programs for people with visual impairments, and acting in concert with others who have similar concerns.

Integration of Blind and Visually Impaired Children: The Philosophy

1989 ◽  
Vol 83 (1) ◽  
pp. 54-56
Author(s):  
P. Eguren Saez
Keyword(s):  
Visually Impaired ◽  
Disabled Children ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children

The author examines integration of disabled children into society as a way of achieving a far-reaching goal—mainstreaming— whereby the differences inherent to each individual are considered by society as something normal, and taken for granted as part of the human variety underlying the various communities and groupings that compose society.

scholarly journals PROBLEMS WRITING FROM DICTATION FOR BLIND AND VISUALLY IMPAIRED STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 34-39
Author(s):  
Ševala Tulumović ◽  
◽  
Branka Eškirović ◽  
Izeta Husić-Đuzić ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Visually Impaired ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Visual Disabilities ◽  
Blind And Visually Impaired ◽  
Grammatical Errors ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children

Aim of this research was to get insight into mistakes that occur while blind and visually impaired students, and students with no visual disabilities, when writing by dictation. Respondents sample was consisted of three groups of students: blind (N = 51), visually impaired (N = 42) and students with no visual disabilities (N = 123). Respondents sample included students from first to fourth grade of elementary schools in Tuzla Canton as well as blind and visually impaired students from boarding schools and students from first to fifth grade in centers for blind and visually impaired children and youth, as well as population of blind and visually impaired students from first to fourth grade that are integrated into regular elementary schools in Tuzla Canton in Bosnia and Herzegovina. Obtained results have shown that in variable groups for errors estimate in variables for writing by diction of words consisting of uppercase and lowercase letters, where blind and visually impaired students mostly made mistakes in form of inability to write dictated words, grammatical errors, errors in letters and syllables: relocation, leaving out, adding, separating words and concatenating them. Level of literal development is very important for preventive acting as well as timely rehabilitation.

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