Effects of visual impairment on sensory integration and new opportunitiesfor inclusive education

Objective: Inclusive education aims to offer comprehensive collaborative education to healthy and disabled children. The purpose of the study is to perform a comparative analysis of the learning results in healthy and disabled children from different groups with those who study remotely, and a similar analysis between students of higher education institutions. Methods: The study was conducted in 2018–19 in Moscow, Russia, involving 150 students with disabilities and 397 healthy students. Consideration was given to academic performance, psychophysical development and speech development. Results and Discussion: Among students with healthcare nosologies, students with vision impairments are considered the most promising. The number of underachievers is 4.9 times lower than their peers (p 0.001).The greatest success in e-learning was among students with health nosologies relative to a similar group of children. Conclusions: The number of outstanding students in the group with visual impairments exceeds those in the control group by 1.5 times (p≤0.05). Of the students with health nosologies, the most promising group is visually impaired students. High academic performance of students with visual impairments and disordered motor activity provides them with the opportunity to practice comprehensive education at universities, including inclusive education, which corresponds to current worldwide trends. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.801-808

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

SAGE Open ◽

10.1177/2158244018807791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880779 ◽

Cited By ~ 2

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.

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ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

Revista Prática Docente ◽

10.23926/rpd.2526-2149.2020.v5.n1.p306-324.id613 ◽

2020 ◽

Vol 5 (1) ◽

pp. 306-324

Author(s):

Camila Maria Gonçalves de Castro ◽

Giovana Evangelista Alves ◽

Cláudio Alves Pereira

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Digestive System ◽

Low Vision ◽

Structured Interviews ◽

School Life ◽

Human Digestive System ◽

Visually Impaired Students ◽

Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

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Development of subject representations at children of preschool age with visual impairment in the process of creative designing in the conditions of inclusive education

10.12737/1045702 ◽

2019 ◽

Author(s):

Лариса Осипова ◽

Larisa Osipova ◽

Лилия Дружинина ◽

Liliya Druzhinina ◽

Ольга Власова ◽

...

Keyword(s):

Inclusive Education ◽

Visual Impairments ◽

Speech Disorders ◽

Speech Development ◽

Preschool Age ◽

Master Program ◽

Teaching Aids ◽

Wide Range ◽

Creative Construction ◽

Children With Visual Impairments

In teaching AIDS addresses issues related to the development of ideas about objects and the world of children of preschool age with visual impairments in an inclusive education. The possibilities of creative construction in the intensification of cognitive and speech development, the formation of adequate ideas about the objects of the surrounding reality in children with visual impairments both in the conditions of a specialized educational institution and in the conditions of inclusive education are shown. The organizational and content components of classes on creative construction with children with visual impairments are considered, the abstract of classes is offered. Intended for students of faculty of correctional pedagogy, studying in the field 44.03.03 "Special (defectological) education" profiles "Preschool defectology", "Speech therapy", "Correctional", "principles of accounting"; in the direction 44.04.03 "Special (defectological) education", master program "Psychological and pedagogical support of children with disabilities", "Psychology-pedagogical support of persons with speech disorders", as well as for students enrolled in the various teaching professions. It will be useful for a wide range of professionals working with children.

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Validasi Modul “Kelasku Menyatu Tanpa Batas” untuk Mengubah Sikap Guru terhadap Pendidikan Inklusif

Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) ◽

10.15408/jp3i.v8i1.12803 ◽

2019 ◽

Vol 8 (1) ◽

pp. 13-24

Author(s):

Tia Inayatillah ◽

Budi Andayani

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Primary Schools ◽

Untreated Control ◽

Group Analysis ◽

Control Group ◽

Untreated Control Group ◽

Control Group Design ◽

Group Design ◽

Post Test

AbstractThe implementation of inclusive education in Yogyakarta has yet to reflect the granting of rights and equal access to education for students with disabilities. The misconception of inclusive term leads to negative attitudes of teachers then becomes the barriers of successful inclusive teaching. This research aims to validate “Kelasku Menyatu Tanpa Batas” module to change teacher’s attitude toward inclusive education. This research will be done through a quasi experiment using the design named Untreated Control Group Design with Dependent pre-test and post-test samples.The subjects are 18 teachers of primary schools in Yogyakarta which will be divided into 2 groups, the experiment group and the control group. Analysis will be held through Man-Withney U Test statistical test. The finding (Z= -3,054; p<0,01) shows that “Kelasku Menyatu Tanpa Batas” training could change teacher’s attitude towards inclusive education.AbstrakImplementasi pendidikan inklusif di Kota Yogyakarta masih belum mencerminkan pemberian hak dan akses pendidikan yang sesuai dengan siswa yang memiliki disabilitas. Miskonsepsi terhadap prinsip inklusi ditemukan menjadi penghambat kesuksesan inklusi dan penyebab berkembangnya belief yang membentuk sikap negatif guru terhadap pendidikan inklusif. Penelitian ini bertujuan menguji validitas modul “Kelasku Menyatu Tanpa Batas” dalam mengubah sikap guru terhadap pendidikan inklusif. Penelitian dilakukan melalui eksperimen kuasi menggunakan desain Untreated Control Group Design with Dependent pre-test and post-test samples. Subjek adalah 18 orang guru SD di Kota Yogyakarta yang terbagi kedalam dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Analisis dilakukan melalui uji statistika Man-Withney U Test (Z= -3,054; p<0,01) menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok kontrol dan eksperimen setelah mendapat perlakuan. Dari hasil tersebut dapat disimpulkan bahwa pelatihan “Kelasku Menyatu Tanpa Batas” teruji valid dapat mengubah sikap guru terhadap pendidikan inklusif.

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Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

10.14293/s2199-1006.1.sor-.pppyub3.v1 ◽

2021 ◽

Author(s):

Isobel Green ◽

Mirjam Sheyapo

Keyword(s):

Higher Education ◽

Distance Learning ◽

Students With Disabilities ◽

Inclusive Education ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Visual Impairments ◽

Link Type ◽

Open And Distance Learning ◽

Policy Transformation

It is evident that there is an increase in the enrolment of students with disability in Higher Education, particularly Students with Visual Impairments (SVI). However, it is also sad to note that, this group of students remain excluded and thus are less visible in Open and Distance Learning (ODL). The current pandemic (COVID-19) has put to test, the preparedness and pro-activeness of most higher education institutions to include students with disabilities in different modes of teaching and learning. This paper observed, reviewed, and analysed various legislatives to determine the preparedness of different ODL Centres of selected HEIs in Namibia. Amongst others, some national and institutional legislatives revealed lack of obliging guidelines to compel HEIs to commit to the inclusion of students with disabilities particularly the SVI. The paper concludes that there is lack of policy guidelines in HEIs toward inclusive education and consequently most institutions remain reluctant to prepare and be proactive to include SVI in the ODL programme. The paper calls for policy transformation at national, ministerial, and institutional, to move toward inclusive education through all modes of learning.

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ASSESSMENT OF THE HEALTH STATUS AND PROGRESS OF STUDENTS UNDER THE CONDITIONS OF THE LIMITS ON THE USE OF MOBILE COMMUNICATIONS

Global problems of modernity ◽

10.26787/nydha-2713-2048-2020-1-10-11-12-11-14 ◽

2020 ◽

pp. 11-14

Author(s):

Novikova I.I. ◽

Gavrish S.M. ◽

Zubtsovskaya N.A. ◽

Sorokina A.V. ◽

Mylnikova I.V.

Keyword(s):

Academic Performance ◽

Health Status ◽

Mobile Devices ◽

Mobile Communications ◽

Visual Impairments ◽

Age Groups ◽

Control Group ◽

Observation Group

The goal is to assess the health status and academic performance of students in conditions of limited use of mobile devices at school the age groups of children were examined: 10-12; 13-15; 16-18 years old. It was found that the frequency of visual impairments in children of the control group is 2 times less than in children of the observation group, and that of posture disorders is 1.3 times less. The study made it possible to obtain factual evidence of the effectiveness of the developed hygienic standards to limit the use of mobile devices.

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Integrated and Inclusive Higher Education in Vladimir State University: Current State and Development Perspectives

Psychological Science and Education ◽

10.17759/pse.2017220115 ◽

2017 ◽

Vol 22 (1) ◽

pp. 130-139

Author(s):

I.N. Yegorov ◽

A.N. Panfilov

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Professional Education ◽

Visual Impairments ◽

Educational Process ◽

State University ◽

Educational Assistance ◽

The Disabled ◽

The Many

The paper summarizes the many years of experience in methodological support and training at the Center of Professional Education for the Disabled and at the “Inclusive Education” Research and Educational Center of the Vladimir State University. At these centers the work is aimed at establishing a system of continuous higher inclusive education for persons with hearing and visual impairments. The paper focuses on the issues concerning the organization of educational process and the adaptation of learning materials for students with hearing and visual impairments; it addresses the problem of creating a system of academic support for students with disabilities and providing psychological and educational assistance to individuals with hearing and visual impairments in the system of higher education.

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Estimation of loneliness in students with visual impairments

Vojnosanitetski pregled ◽

10.2298/vsp150723292s ◽

2017 ◽

Vol 74 (11) ◽

pp. 1013-1018 ◽

Cited By ~ 1

Author(s):

Dragana Stanimirovic ◽

Branka Jablan ◽

Sladjana Stojkovic ◽

Miroslav Stamankovic

Keyword(s):

Los Angeles ◽

Young People ◽

Low Vision ◽

Visual Impairments ◽

Control Group ◽

Social And Emotional ◽

Loneliness Scale ◽

Emotional Loneliness ◽

Visually Impaired Students ◽

Social Loneliness

Background/Aim. Loneliness is becoming more frequent, especially in young people. Some authors believe that visual impairments increase the risk of loneliness. Empirical data on its manifestation in persons with visual impairments are contradictory. The aim of this research was to determine the degree of loneliness in students with visual impairments and their peers from general population. Methods. A comparative research was conducted on a sample consisting of 36 visually impaired students and 101 students without visual impairments (control group). Students with visual impairments were divided into 3 subgroups with regard to the degree of visual impairments (students with low vision, legally blind, and totally blind students). University of California Los Angeles Loneliness Scale (which assesses the general loneliness) and Social and Emotional Loneliness Scale (which assesses social loneliness, family loneliness, and romantic loneliness) were used in our investigation. Results. The results showed that the general loneliness was significantly lower in the group of students with visual impairments than in the control group (t = 2.121; p = 0.036). There were no significant differences in the Social and Emotional Loneliness Scale between the group with visual impairments and the control group. No significant differences were determined in the level of loneliness among students with a different degree of visual impairments. There are significant differences in the manifestation level of social loneliness, family loneliness, and romantic loneliness (Wilk?s lambda = 0.604; p ? 0.000) in the group of students with visual impairments. Romantic loneliness was manifested the most, followed by social loneliness, while family loneliness was the least manifested. Conclusion. With regard to the results of our research, visual impairment alone is not a crucial factor of loneliness in students with visual impairments. Further studies on protective factors of loneliness can contribute to its prevention in young people with visual impairments.

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