Professional training of students in specialty 34.02.02 Medical Massage (for training persons with visual impairments) on the example of the Yalutorovsk branch of the SAPEI TR Tyumen Medical College

The Disabled ◽

Visually Impaired Students

This article outlines the features of the organization of the educational process with students with visual impairments, creation of special conditions for education of personswith disabilities and the disabled, the idea of the specifics of teaching blind and visually impaired students, and the learning outcomes of a group of students of the Yalutorovsk branch of the SAPEI TR Tyumen Medical College, specialty 34.02.02. Medical Massage (for training persons with disabilities).

BASAER Team: The First Arabic Robot Team for Building the Capacities of Visually Impaired Students to Build and Program Robots

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i24.27465 ◽

2021 ◽

Vol 16 (24) ◽

pp. 91-107

Author(s):

Mahmoud Hamash ◽

Hasnah Mohamed

Keyword(s):

Visual Impairment ◽

Visually Impaired ◽

Experimental Approach ◽

Visual Impairments ◽

Educational Robotics ◽

Full Inclusion ◽

Guided Instruction ◽

Educational Robots

the purpose of this study was to examine whether visually impaired students can build educational robots and program them if they receive adapted materials and instructions with guided instruction from well-trained educators in the fields of inclusive STEM Classrooms. Discussion of the technologies and our experimental approach is presented in this paper and validated through the continued successful effort with visually impaired students for two years of the program and specialists in the field of visual impairment and STEAM, we also validated our approach by performing experimental classes for students with different visual impairments and ages. The results indicated that the approach used by BASAER team was successful in enabling the blind and visually impaired students to build and program educational robotics and to participate effectively in national and international STEAM programs and competitions, with some limitations and Challenges encountered and explored during this research. The results from this study will be used to suggest a fully adapted system to support full inclusion for blind and visually impaired students in educational robots in STEAM context and to promote the adoption of this study and similar studies toward Inclusive STEM Classrooms.

INFORMATION SEEKING BEHAVIOUR OF BLIND AND VISUALLY IMPAIRED STUDENTS: A CASE STUDY OF THE UNIVERSITY OF KWAZULU-NATAL, PIETERMARITZBURG CAMPUS

Mousaion ◽

10.25159/0027-2639/1697 ◽

2016 ◽

Vol 32 (1) ◽

pp. 1-22 ◽

Cited By ~ 4

Author(s):

Lungile Seyama ◽

Craig D. Morris ◽

Christine Stilwell

Keyword(s):

Information Seeking ◽

Visually Impaired ◽

Visual Impairments ◽

Social Model ◽

Information Seeking Behaviour ◽

Kwazulu Natal ◽

The University ◽

Blind Students

Based on a study for a masterâ€™s dissertation, this article reports on an investigation of the information seeking behaviour of blind and visually impaired students. It investigated whether the services provided by the University of KwaZulu-Natal on its Pietermaritzburg campus (hereafter UKZN-PMB) accommodated the information seeking behaviour of blind students and those with visual impairments. The theoretical framework for the study was Wilsonâ€™s (1996) Model of Information Behaviour, Belkinâ€™s (1982) Anomalous Stat of Knowledge approach and Oliverâ€™s (1996) Social Model of Disability. Blind students and those with visual impairments, the subject librarians from the Main Library and the Disability Unit (DU) Co-ordinator were surveyed. The study revealed that the students exhibited information seeking behaviour that included the DU staff as an indispensable part of information access. Recommendations include developing a strategy to implement the UKZN disability policy and allocating a sufficient budget for the purchase of assistive devices or, preferably, incorporating principles of universal design in the information system.

Studying Attitude to own Disability in Blind and Visually Impaired Young People Using the Technique "Cinquain"

Psychological-Educational Studies ◽

10.17759/psyedu.2014060321 ◽

2014 ◽

Vol 6 (3) ◽

pp. 208-226 ◽

Cited By ~ 1

Author(s):

A.M. Shcherbakova ◽

Y.V. Baskakova

Keyword(s):

Young People ◽

Visually Impaired ◽

Visual Impairments ◽

Psychological Problems ◽

Diagnostic Tools ◽

Subjective Perception ◽

Persons With Disabilities ◽

Visually Impaired People ◽

Impaired People

The article discusses the attitude of people with visual impairments to the limited capabilities of their health. We prove the necessity of search of new diagnostic tools for the detection of subjective perception of limitations associated with the disease in young visually impaired people. We describe the "Cinquain" technique and its use as a psycho-diagnostic tools. We provide the results of the study on the basis of which it is concluded that "Cinquain" may be used as a projective psychodiagnostic method to work with people who have vision problems. This technique is appropriate to be used to identify major psychological problems associated with the perception of own disability. This article will be useful for managers and specialists of organizations and agencies involved in the rehabilitation of the visually impaired, as well as all those who are interested in current problems and psychological rehabilitation of persons with disabilities.

Survey Results for Training and Resource Needs Cited by Early Intervention Professionals in the Field of Visual Impairment

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x1711100604 ◽

2017 ◽

Vol 111 (6) ◽

pp. 527-542 ◽

Cited By ~ 3

Author(s):

Mindy S. Ely ◽

Michaelene M. Ostrosky

Keyword(s):

Professional Development ◽

Early Intervention ◽

Visual Impairment ◽

Visually Impaired ◽

Professional Training ◽

Visual Impairments ◽

Infants And Toddlers ◽

Efficacy Evaluation ◽

Early Intervention Professionals

Introduction Professionals working with infants and toddlers with visual impairments (that is, those who are blind or have low vision) were surveyed regarding their preservice training and their awareness and use of 29 resources related to young children who are visually impaired. Methods Early intervention visual impairment professionals ( n = 109) from 11 states completed a survey called the Early Intervention Visual Impairment Self-Efficacy Evaluation. The online tool was distributed to all professionals in each target state. Results Thirty-eight percent of respondents indicated that the preservice program at which they received training as teachers of visually impaired students or orientation and mobility (O&M) specialists did not include content or experiences related to infants and toddlers with visual impairments. In addition, given three types of resources including books and curriculum ( n = 12), websites ( n = 5), and online or “eLearning” courses ( n = 12), websites were rated as most frequently used, and eLearning resources were least frequently used for professional development. Resources on the topic of cortical or cerebral visual impairment (CVI) were more frequently rated as used, compared to resources on topics such as multiple impairments. Discussion Results demonstrate that some training programs for teachers of visually impaired students and O&M specialists do not include content that prepares professionals to work with infants and toddlers with visual impairments, leaving professionals with a need for additional training to serve this population. In addition, workshops and web-based resources were respondents' preferred means of professional development. Implications for practitioners As they consider future professional training efforts, individuals responsible for workforce preparation and development in the field of visual impairment need to take into account the training needs and preferred training formats of early intervention professionals.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x211018000 ◽

2021 ◽

pp. 0145482X2110180

Author(s):

Nora Griffin-Shirley ◽

Laura Bozeman ◽

The Nguyen ◽

Vitalis Othuon ◽

Anita Page ◽

...

Keyword(s):

Visually Impaired ◽

Online Survey ◽

Low Vision ◽

Visual Impairments ◽

Teaching Techniques ◽

Preparation Programs ◽

Self Advocacy ◽

Orientation And Mobility ◽

Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

Olmstead, Jean E., Itinerant Teaching: Tricks of the Trade for Teachers of Blind and Visually Impaired Students, American Foundation for the Blind, 1991, 127pp, $18.95 plus $3.50 p&p, ISBN 0 89128 190 8

British Journal of Visual Impairment ◽

10.1177/026461969100900312 ◽

1991 ◽

Vol 9 (3) ◽

pp. 97-98

Author(s):

Margaret M. Schultz

Keyword(s):

Visually Impaired ◽

American Foundation ◽

Itinerant Teaching

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

Gifted Education International ◽

10.1177/026142940902500207 ◽

2009 ◽

Vol 25 (2) ◽

pp. 172-187 ◽

Cited By ~ 1

Author(s):

Deborah L. Rooks ◽

C. June Maker

Keyword(s):

Visually Impaired ◽

Inquiry Learning ◽

Visual Impairments ◽

Gifted Students ◽

Natural World ◽

Gifted Student ◽

Gifted Children ◽

Learning Needs ◽

Learning And Teaching ◽

Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.