scholarly journals Impact of Recreational Swimming on Physical Condition of the Visually Impaired Junior Pupils

2017 ◽  
pp. 135-139
Author(s):  
Tetiana Tsyupak ◽  
Yurii Tsyupak ◽  
Feliks Filak
Keyword(s):  
Comparative Analysis ◽  
Visually Impaired ◽  
Normal Development ◽  
Physical Development ◽  
Important Place ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Bodily Condition ◽  
Secondary Diseases

In the article the comparative analysis of physical development and physical preparedness of visually impaired schoolchildren of junior age comes true after application of the health swimming and his influence on the bodilycondition of children. An important problem in the period of development of th functional systems of organism is strengthening of health of children of midchildhood, as general bases of health aremortgaged exactly in this period of life, that it is especially important for children that have defects of sight, as at themarked pathology functional possibilities of organism andlevel of capacity below, than in healthy. Basic motions provide the health of children, them normal development and physical perfection. A correction and in demnification of lacks of physical development and physical preparedness of visually impaired children ade quately influenced the health swimming on the bodily condition of children, to what indexes testify got during an experiment. Onquestioning of parents and teachers, application of th health swimming influenced also on reduction of catarrhal diseases among children, that was marked on the visit of school lessons. The results of our researches testify to the necessity of application of the health swimming, that must take the important place in the complex of measures on the aim of strengthening of health of children, improvement of motiveinternalss, prophylaxis of secondary diseases of visually impaired students of midchildhood.

Training Teachers of Visually Impaired Children in Rural Tennessee

1992 ◽  
Vol 86 (9) ◽  
pp. 408-409 ◽  
Author(s):  
S.D. Trent
Keyword(s):  
School Districts ◽  
Visually Impaired ◽  
Rural School ◽  
The State ◽  
School Systems ◽  
Rural School Districts ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children

This article describes a model for training teachers of visually impaired children in Tennessee that has significantly increased the number of teachers of visually impaired children in rural school districts since 1981. Teachers are awarded stipends to attend both classes and a practicum over two or three summers and earn 18 hours of credit. They are recruited from across the state and must have assurance from their superintendents that they will teach visually impaired students in their school systems when they are endorsed.

Identifying Visually Impaired Children in a California School District

1980 ◽  
Vol 74 (10) ◽  
pp. 369-372 ◽  
Author(s):  
Linda Joseph Roessing
Keyword(s):  
School District ◽  
Visually Impaired ◽  
Formal Education ◽  
Public Information ◽  
Service Training ◽  
Four Levels ◽  
Visually Impaired Students ◽  
Assessment Procedures ◽  
Impaired Children ◽  
Visually Impaired Children

As the result of in-service training and public information efforts in the Fremont (California) Unified School District, 138 children were referred to the district's program for visually impaired students over a 3½-year period. Forty-six percent of these children were actually visually impaired. School nurses and parents accounted for almost half the referrals. When the children were categorized by grade level, the largest number came from grade 4. When categorized by age, the largest number were 13 years old. The assumption that referrals would concentrate at four levels—entry into formal education and grades 4, 7 and 9—was supported by the data, except for grade 7. The assessment procedures developed for the program and the importance of evaluating use of vision in the classroom are discussed.

scholarly journals Assistive Technology in Mathematics Learning for Visually Impaired Students

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Gangsar Ali Daroni ◽  
Gunarhadi Gunarhadi ◽  
Edy Legowo
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Assistive Technologies ◽  
Learning Mathematics ◽  
Visually Impaired Students ◽  
Math Problems ◽  
Impaired Children ◽  
Visually Impaired Children

Mathematics is an important subject to be learned by all children. Visually impaired children experience obstacles in following the process of mathematics learning caused by abnormalities. Visually impaired students experience obstacles in the process of thinking at the disequilibrium stage and low understanding of concepts when studying mathematics. It caused them to experience difficulties when doing math problems. Assistive technology is a technology created specifically to improve or maintain the functional ability of children with special needs in order to accomplish tasks that hard for them to do. Assistive technology for visually impaired children is made by maximizing the abilities that the children still possess and helping them to get a clearer mathematical concept. This article is a literary study which aims to provide information about the difficulty for the visually impaired students in mathematics learning and assistive technologies that have been developed to support the learning. This article can be used as the basis for developing new assistive technology in mathematics learning. Assistive technology is needed to help children with visual impairment in following the learning of mathematics and to optimize the ability of the children in learning mathematics.

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.

Education of Blind and Visually Impaired Children of North America and the Caribbean

1989 ◽  
Vol 83 (1) ◽  
pp. 16-18
Author(s):  
M.D. Orlansky
Keyword(s):  
North America ◽  
Visually Impaired ◽  
Caribbean Region ◽  
Blind And Visually Impaired ◽  
The North ◽  
The Caribbean ◽  
Visually Impaired Students ◽  
Current Concerns ◽  
Impaired Children ◽  
Visually Impaired Children

This report offers a brief overview of recent population figures, types of educational programs, and selected topics of present interest and relevance to educators of blind and visually impaired students in the U.S.A., Canada, and the Caribbean. While not intended to be comprehensive or statistically exacting, it is hoped that this discussion will be useful in informing our colleagues in other areas of the world about some of the current concerns of professionals in the North America-Caribbean region.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

Resourcing Visually Impaired Children and Youth in Rural Settings

1997 ◽  
Vol 16 (3) ◽  
pp. 19-25
Author(s):  
Kay S. Bull ◽  
Jane M. Rupard
Keyword(s):  
Visually Impaired ◽  
Community Services ◽  
Children And Youth ◽  
School Based ◽  
Rural Settings ◽  
Volunteer Programs ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Social Source

The authors provide information on the accessing of community and school based services for the visually impaired by parents and general/special educational teachers. Development of community services is discussed. Potential groups are presented which can provide services for visually impaired students in the areas of education; employment; family support and advocacy; recreation; social/interpersonal development and medical; financial and other social source agencies. Local and county level resources development is examined and the need and procedures for developing volunteer programs are explored.

Relationship between Mobility Level and Development of Positional Concepts in Visually Impaired Children

1982 ◽  
Vol 76 (4) ◽  
pp. 149-153 ◽  
Author(s):  
Sue Ellen Miller
Keyword(s):  
Visually Impaired ◽  
Performance Test ◽  
Rating Scale ◽  
Classroom Teachers ◽  
Two Factors ◽  
Visually Impaired Students ◽  
The Hill ◽  
To Receive ◽  
Impaired Children ◽  
Visually Impaired Children

A seven-point Mobility Rating Scale was devised to rate the current level of mobility of 39 visually impaired children, aged 6-10, from two residential schools. Each subject was rated by orientation and mobility specialists and classroom teachers. The researcher then administered the Hill Performance Test of Selected Positional Concepts. No significant relationship was found between the subjects’ level of mobility and their development of positional concepts. However, because the two factors are independent entities, visually impaired students should continue to receive a variety of experiences related both to mobility and to positional concepts in all areas of the curriculum.

An Experiential Science Curriculum for the Visually Impaired

1972 ◽  
Vol 39 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Marcia C. Linn
Keyword(s):  
Visually Impaired ◽  
Life Science ◽  
Science Curriculum ◽  
Evaluation Measures ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children

Adaptation and evaluation of a materials centered experiential curriculum for elementary age visually impaired children is described. The adaptations of both the physical and the life science units can be used in classes with one or two visually impaired students and in classes of all visually impaired students. Evaluation measures were designed to assess the major objectives of each unit. Classroom trials of two of the adapted units revealed that visually impaired students made significant gains in understanding both content and process objectives of the units.

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