scholarly journals Análisis para determinar la viabilidad del uso de un software traductor de documentos con notación matemática a voz como apoyo al aprendizaje de las personas con discapacidad visual

2020 ◽  
pp. 23-32
Author(s):  
Eduardo Vázquez-Zayas ◽  
Liliana Elena Olguín-Gil ◽  
Francisco Vázquez-Guzmán
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Visual Disabilities ◽  
Support Tool ◽  
Educational Environments ◽  
Learning Mathematics ◽  
The World ◽  
Para Determinar ◽  
Visually Impaired Students ◽  
Teaching Learning

This article describes the process followed to test software, the result of the first stage of an investigation, which aims to be a support tool for people with visual disabilities to improve their experience in learning mathematics. An analysis is made of the current situation in the country and the world of people with disabilities who wish to continue their studies at a high school or higher level, but who have found as main obstacles not having enough bibliography in Braille, or teachers not They have the means to generate content that visually impaired students can use in the same way as their classmates. Now with the Covid-19 pandemic there was a rebound in the use of educational platforms and distance education, leaving aside people with visual disabilities. We present the results of surveys applied to people with visual disabilities who participated using the software to evaluate their experience as users and their opinions to improve interaction with it. The objective of this study is to make people with visual disabilities feel included in regular educational environments, reducing the barriers that they may encounter in the teaching-learning process in the classroom, and converting them into inclusive classrooms.

A High School Equivalency Program for Visually Impaired Students

1979 ◽  
Vol 73 (1) ◽  
pp. 26-27
Author(s):  
Ellen Benson Trief
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Evaluation Process ◽  
High School Equivalency ◽  
Rigorous Evaluation ◽  
High School Equivalency Program ◽  
Literature History ◽  
Visually Impaired Students

A high school equivalency program for the visually impaired includes a rigorous evaluation process to determine if the person would make a good candidate for instruction. The instruction includes the teaching of math, spelling and grammar, literature, history, and science. The use of various materials, special aids and modifications for visually impaired students is discussed.

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

scholarly journals Multimedia Mathematical Communication in a Diverse Group of Students

2019 ◽  
Vol 2 ◽  
pp. 92-103
Author(s):  
Jolanta Brzostek-Pawłowska
Keyword(s):  
Visually Impaired ◽  
Group Leader ◽  
Research Projects ◽  
Mathematical Communication ◽  
Specific Nature ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Visually Impaired Students ◽  
The Individual ◽  
Visually Impaired Persons

The article tackles the problem of improving mathematical communication in a group of students with different visual impairment levels, under the guidance of a group leader or a teacher. Visually impaired persons face a problem while learning mathematics. The said problem results from the specific nature in which mathematical content (formulas, function graphs, geometrical figures and projections of solids) is recorded and presented. The effectiveness of learning mathematics is boosted when students work in a group moderated by a leader. This requires them to share documents, with the leader being able to keep track of the individual work of each participant, and with the group discussing specific solutions. In order for a visually impaired student to be able to participate in and contribute to the work of the group, either remotely or locally, all participants must use universal IT tools that support visually impaired students without complicating the work of others. This paper presents interactive multimedia solutions developed under two research projects carried out by the author. The said solutions support communication in mathematics. Results of qualitative surveys on new solutions are presented, confirming their usefulness and the measurable impact they exert on the efficiency of the group’s work concerning mathematical problems.

scholarly journals Improving physics teaching materials on sound for visually impaired students in high school

2017 ◽  
Vol 52 (5) ◽  
pp. 055006 ◽  
Author(s):  
Frank G C Toenders ◽  
Lesley G A de Putter-Smits ◽  
Wendy T M Sanders ◽  
Perry den Brok
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Visually Impaired Students

scholarly journals Development of Communicative Competence in Junior High School Students with Visual Impairment in Different Institutional and Educational Settings

2021 ◽  
Vol 25 (2) ◽  
pp. 321-339
Author(s):  
Vitaly Z Kantor ◽  
Galina V. Nikulina ◽  
Irina N. Nikulina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Visually Impaired ◽  
Junior High ◽  
Communicative Competence ◽  
Junior High School Students ◽  
School Students ◽  
Visually Impaired Students ◽  
Partial Integration

Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity. Materials and Methods.The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient. Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect. Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.

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.

Digital inclusion for visually impaired students through assistive technologies in academic libraries

2020 ◽  
Vol 37 (2) ◽  
pp. 14-17 ◽  
Author(s):  
Adefunke O. Alabi ◽  
Stephen M. Mutula
Keyword(s):  
Academic Libraries ◽  
Visually Impaired ◽  
Mission Statement ◽  
Information Access ◽  
Assistive Technologies ◽  
Visual Disability ◽  
Content Type ◽  
The World ◽  
Visually Impaired Students ◽  
World Ranking

Purpose The purpose of this paper is to determine the state-of-the-art assistive technologies (ATs) developed for people living with visual disability and those that are used in academic libraries around the world as a way of proffering solution to the challenges faced by visually impaired students in accessing information. Design/methodology/approach The data used for this paper were derived from website of companies that specialize in ATs for people living with disability and the library website of the top 14 universities in the world based on the 2020 QS world ranking of universities. Findings This study found that foremost academic libraries in the UK and the USA have integrated various ATs into library services as information access mechanism for students living with visual impairment. The study found that the most commonly used screen reader software is the Job Access With Speech (JAWS). The study also found that one of the institutions has a mission statement on their website, clearly stating support for people living with disability. Research limitations/implications This study was conducted using only the 2020 QS world ranking of universities. It would be interesting to see results of academic libraries from Africa based on their ranking. Practical implications The paper provides highlights on trends that may inform academic libraries in the quest to providing ATs for students living with visual impairments. This paper may assist academics libraries who are at the brink of decision-making on use of ATs as information access mechanism to the visually impaired students. Originality/value This paper is the first to provide librarians with ideas and innovations on specific ATs used by leading academic libraries in the world.

scholarly journals DESIGN SPECIAL SCHOOL MATERIAL FOR THE STUDENTS WITH VISUAL DISABILITY USING ( THE KURDISH LANGUAGE FIRST TIME WITH BRAILLE IN THE WORLD ) AND BARCODE TECHNOLOGY

2019 ◽  
Vol 7 (6) ◽  
pp. 14-19
Author(s):  
Yasar A. Al-Jaleeli
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
Special School ◽  
Official Language ◽  
Visual Disability ◽  
Visual Disabilities ◽  
Visually Impaired People ◽  
The World ◽  
Impaired People ◽  
First Time

Purpose of the study: It has been presented by the researcher in this paper to be relied upon in the design of curricula for visually impaired people using barcode technology in The Kurdish region and the Kurdish speakers, in this paper the researcher use the Kurdish language with the Braille first time in the world and he hopes to add this language to usage of Braille in the next modifying in UNESCO organization because of it is now the second official language in Iraqi law. Methodology: In these study characters of the Kurdish language has been investigated. Students with visual disabilities in the form of various groups gathered to be taught using the signs of Kurdish language. Their progress during this effort has been reported through this article Results: Braille is not exclusive to people without another. It is an easy-to-read and writes tool for people with visual impairments. Although the Kurdish population is more than 30 million, their language is not mentioned in the UNESCO Guide until 2018.

scholarly journals FORTALECIMIENTO DE LA COMPETENCIA COMUNICATIVA DEL INGLÉS MEDIANTE LA PROPUESTA DIDÁCTICA “PLAYING WITH VERBS” EN ESTUDIANTES DE PRIMER NIVEL DE BACHILLERATO

2019 ◽  
Vol 4 (4) ◽  
pp. 15
Author(s):  
Aurelia María Cleonares Borbor ◽  
Silvia Marisol Gavilanez Villamarín
Keyword(s):  
High School ◽  
English Language ◽  
Communicative Competence ◽  
First Year ◽  
Significant Progress ◽  
Santo Domingo ◽  
The World ◽  
Integral Development ◽  
Para Determinar ◽  
Methodological Aspects

La presente investigación se basa en la identificación de los aspectos didácticos-metodológicos que caracterizan la situación actual de la enseñanza del idioma inglés con estrategias lúdicas para el desarrollo de las competencias comunicativas en inglés, para determinar la influencia que poseen las estrategias lúdicas en el proceso de enseñanza de los estudiantes del primer año de bachillerato, considerando la importancia y relevancia que tienen este tipo de estrategias dentro del aula, evidenciado el avance significativo en el desarrollo integral, donde el juego es parte esencial del aprendizaje, la cual contribuyen de manera efectiva en el mejoramiento del comportamiento de los estudiantes, fortaleciendo el conocimiento logrando una convivencia de armonía en el aula y su entorno. Ya que el juego, es una estrategia importante para conducir al estudiante en el mundo del conocimiento. PALABRAS CLAVES: Propuesta didáctica; Estrategias lúdicas; competencias comunicativas. STRENGTHENING OF ENGLISH COMMUNICATIVE COMPETENCE THROUGH THE DIDACTIC PROPOSAL "PLAYING WITH VERBS" IN STUDENTS OF FIRST YEAR OF HIGH SCHOOL OF THE EDUCATIONAL UNIT VÍCTOR EMILIO ESTRADA OF SANTO DOMINGO CITY ABSTRACT                     This research is based on the identification of the didactic-methodological aspects that characterize the current situation of the teaching of the English language with playful strategies for the development of the communicative competences in English, to determine the influence that the playful strategies have in the process of teaching the students of the first year of high school, considering the importance and relevance of these types of strategies within the classroom, evidencing the significant progress in integral development, where play is an essential part of learning, which contribute effectively in the improvement of the behavior of the students, strengthening the knowledge achieving a coexistence of harmony in the classroom and its surroundings. Since the game is an important strategy to lead the student in the world of knowledge. KEYWORDS: Didactic proposal; Playful strategies; communicative competences.

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