scholarly journals Teaching Visually Impaired Indian ESL Learners In Inclusive Classrooms: A Review of Pedagogical Approaches

2021 ◽  
Vol 2 (3) ◽  
pp. 244-255
Author(s):  
Syed Abid Zaki ◽  
Usman Khan
Keyword(s):  
Visual Impairment ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Visually Impaired ◽  
Inclusive Classrooms ◽  
Learning Mechanisms ◽  
Factors Affecting ◽  
Education In India ◽  
Training Programmes ◽  
Esl Learners

The article analyses the criticality of inclusive education in ESL classrooms and sheds light on the learning mechanism of visually impaired ESL learners with special reference to status of inclusive education in India. It acquaints the educators with visual impairment and its related terms in order to sensitise them for implementing better teaching methods and strategies. The study highlights certain significant factors affecting the teaching of English to students with visual impairment and explores some specific teaching techniques and approaches that teachers adopt while teaching V.I students in an inclusive classroom. The paper will carry out a comparative analysis of the learning mechanisms of VI students and their peers without disability. In the end, it proposes some suggestive measures pertaining to the curriculum development, teaching methods and training programmes which are hoped to be productive in inclusive classrooms comprising of visually impaired ESL learners.

scholarly journals School chess and possible articulations with the Specialized Educational Assistance (SEA) of visually impaired students in the municipal network of Novo Hamburgo

2019 ◽  
pp. 133-142
Author(s):  
Cléber Gomes Guaríze ◽  
André Luís Viegas
Keyword(s):  
Visual Impairment ◽  
Inclusive Education ◽  
Visually Impaired ◽  
De Novo ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Educational Assistance ◽  
Public Department ◽  
Chess Game ◽  
Chess Players

Resumo O Atendimento Educacional Especializado (AEE) é garantido por lei, contudo, percebe-se como é difícil e desafiador atender a todas as demandas que a educação inclusiva requer. Este artigo pretende identificar os benefícios que o xadrez possa trazer para quem o praticar; relatar a experiência de enxadristas com deficiência visual e a relação destes com essa atividade lúdica, bem como, discutir a possibilidade de integrar o xadrez no atendimento de alunos com deficiência visual da rede escolar municipal de Novo Hamburgo. Para isso, primeiramente, esta pesquisa investiga como a Secretaria Municipal de Educação (SMED), de Novo Hamburgo, Rio Grande do Sul, Brasil, usa o xadrez com seus alunos e como funciona o AEE no município. Em segundo lugar, apresenta, através de referências, alguns dos benefícios do xadrez para quem o prática. Após isso, relata as narrativas de três enxadristas com deficiência visual e as possíveis articulações destes com o AEE. Finalmente, sugere o xadrez como ferramenta pedagógica. Palavras-chave: Xadrez. Deficientes visuais. Atendimento Educacional Especializado (AEE). Abstract Specialized Educational Assistance (SEA) is guaranteed by law, however, it is known how difficult and challenging it may be to meet all the demands that inclusive education requires. This article aims to identify the benefits that chess can bring to those who play the game, to report the experience of chess players with visual impairment and their relationship with this playful activity, as well as to discuss the possibility of integrating chess in the care of students with visual impairment in the municipal school network of Novo Hamburgo. For this, firstly, this research presents how the Public Department of Education (SMED), in Novo Hamburgo, State of Rio Grande do Sul, Brazil, uses chess with its students and how the SEA works in the municipality. Secondly, introduces, through references, some of the benefits chess can bring to those who practice it. Thirdly, reports the narratives of three visually impaired chess players and possible articulations with the SEA. Finally, suggests chess as a pedagogical tool. Keywords: Chess Game. Visually Impairment. Specialized Educational Assistance (SEA).

scholarly journals RECURSOS DIDÁTICOS E INCLUSIVOS PARA O ENSINO DO MEIO AMBIENTE

2021 ◽  
Vol 14 (23) ◽  
pp. 85
Author(s):  
Kauê Felippe de MORAES (UFPA) ◽  
Bruna Rafaela Mendonça OLIVEIRA (UEPA) ◽  
Luciana De Nazaré FARIAS (UEPA)
Keyword(s):  
Qualitative Research ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Low Vision ◽  
Education Environment ◽  
Visually Impaired Students

Este artigo refere-se à utilização de recursos didáticos e inclusivos para o ensino de Meio Ambiente, experiência realizada em uma turma de discentes do PARFOR que atuam no Ensino Fundamental com a disciplina Biologia. Tem por objetivo analisar as dificuldades enfrentadas por esses professores em formação que atuam com alunos com deficiência visual (cegos/baixa visão). A metodologia com base na pesquisa qualitativa, se deu em três diferentes etapas e culminou com a realização do workshop intitulado de “Recursos Didáticos e Inclusivos para o Ensino de Meio Ambiente”, onde foi construído e experimentado o uso de um “Dominó Inclusivo Sobre Meio Ambiente”. Os resultados apontam  que os acadêmicos apresentam experiências na educação dos alunos deficientes visuais. Porém, ainda há dificuldades em promover a educação inclusiva no ensino regular.Palavras-chave: Deficiência Visual. Educação Inclusiva. Meio Ambiente. Recursos Didáticos.TEACHING AND INCLUSIVE RESOURCES FOR ENVIRONMENTAL EDUCATIONThis article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.Keywords: Visual Impairment. Inclusive Education. Environment. Didactic Resources.

scholarly journals The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

2020 ◽  
Vol 14 (1) ◽  
pp. 86
Author(s):  
Buarattana Attachoo ◽  
Pragasit Sitthitikul
Keyword(s):  
Language Learning ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Visually Impaired ◽  
English Language ◽  
Educational Achievement ◽  
Inclusive Classroom ◽  
English Language Learning ◽  
Educational Equality ◽  
Visually Impaired Students

Under the light of educational equality, visually impaired students (VIS) have the right to improve their quality of life through educational achievement. Fortunately, policies and regulations encourage inclusive education to support all types of students including students with visual impairment. This means that the VIS are required to complete a compulsory educational system including studying English language in school and university levels. However, the mismatch between the objectives of the support policies and the practicality towards English Language Learning (ELL) among these students still exists in Thailand, and the difficulties in the ELL of the VIS remain uninvestigated. Hence, this study aims to explore the essence and meaning of ELL in an inclusive classroom derived from the perceptions of the VIS. To elicit the experiences from the participants, the phenomenological methodology was employed as the research design. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting. The data was collected from in-depth interviews and grouped into units of meaning or themes. The results showed that the essence of this study was shaped from both negative and positive aspects of ELL in an inclusive classroom, which can contribute to the VIS, practitioners, and administrative levels as guidance for future practices.

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

Evaluation of science and mathematics books used for students with visual impairment in inclusive classrooms in Tanzania

2021 ◽  
pp. 026461962110364
Author(s):  
Francis William
Keyword(s):  
Secondary Schools ◽  
Visual Impairment ◽  
Special Needs ◽  
Three Dimensional ◽  
3D Models ◽  
Inclusive Classrooms ◽  
Qualitative And Quantitative ◽  
Limited Knowledge ◽  
And Mathematics ◽  
Quantitative Approaches

This study evaluated the adapted science and mathematics books for students with visual impairment in inclusive classrooms in Tanzania secondary schools. It was conducted in 14 regions using qualitative and quantitative approaches. Data were generated from a sample of 19 heads of school, 103 students, and 77 teachers. The findings of the study show that the books are appropriate for students with visual impairment. However, they lacked enough tactile illustrations and pictures. Further findings revealed that lack of braille knowledge among some teachers limited them from using the books. As such, a few teachers who had braille knowledge had started to use the books while those with limited knowledge did not. Most teachers reported lack of appropriate pedagogy for handling special needs in inclusive classrooms. Therefore, although the books are appropriate, a lot needs to be desired in building teachers’ capacity to use the books. Various inclusive methodological knowledge to teachers needs to be ensured. Furthermore, the books must be improved to include more tactile graphics and pictures to make them more reader-friendly for students with visual impairment. Other educational books, including three-dimensional (3D) models, should be part of the adapted books.

Factors Affecting the Achievement of Students in Economic Subject

2021 ◽  
Vol 12 (3) ◽  
pp. 1330-1336
Author(s):  
Siti Hadijah Che Mat Et.al
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Mean Value ◽  
General Interest ◽  
Factors Affecting ◽  
Teaching And Learning Environment ◽  
Learning Techniques ◽  
Economic Program ◽  
The Subject ◽  
High Level

There are various factors influencing a student’s academic achievement at any level, either primary, secondary or tertiary. These factors include attitudes, learning techniques, general interest in the subject matter, factors related to teacher, family or friends, previous achievements, teaching and learning environment and facilities, infrastructure, and teaching methods. This article explores factors affecting the achievement of student of a course offered in the economic program of universitiutaramalaysia. For this article, a total of 220 students who registered for macroeconomics course at universitiutaramalaysia were randomly selected to be the study sample. of the 220 responses, only 211 were analysed because some questionnaire forms was returned with incomplete information. these students consist of second, third and fourth year students. The study found that among the items in the lecturer preparation factor which came with high mean scores is the item "lecturer shows dedication in teaching". There is no denying that teaching and learning methods incorporating the latest technology and trends are desirable but the study shows that teaching using longstanding approach like using whiteboards is still preferable among students and gives the highest mean value of 7.44, which is a high level score. In terms of learning techniques, the study found that students are not consistent between the goals to achieve excellence with the appropriate effort taken by them. although they want to achieve high excellence in this subject but their efforts and actions are not inclined to that desire

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

Study on information patients with vision impairment receive from ophthalmologists in Japan

2021 ◽  
pp. 026461962110381
Author(s):  
Risa Nara ◽  
Yukie Sato ◽  
Yusuke Masuda ◽  
Masamitsu Misono ◽  
Koichi Tanida
Keyword(s):  
Visual Impairment ◽  
Peer Support ◽  
Visually Impaired ◽  
Web Accessibility ◽  
Vision Impairment ◽  
The Internet ◽  
Information Media ◽  
To Receive

The purpose of this study was to determine whether people with visual impairment in Japan are provided with useful information by their ophthalmologist while being notified of their disability, and what information is needed by these individuals upon being diagnosed. An analysis of the responses from 197 respondents revealed that only 30.45% had been provided information by their ophthalmologist upon being diagnosed, while 69.55% patients were not provided any information. When asked about the form of media they used to receive information, the most frequently used was the internet (16.68%). As web accessibility is not sufficient in Japan, making information media accessible to the visually impaired is a challenge. Finally, when asked about the type of information they would like to be provided, the most common answer was information about peer support. This suggests that ophthalmologists are expected to (1) understand the needs of the visually impaired and (2) provide information appropriately and promptly.

The Influence of Visual Impairment on Physical Fitness Test Performance

1986 ◽  
Vol 80 (5) ◽  
pp. 729-731
Author(s):  
Francis X. Short ◽  
Joseph P. Winnick
Keyword(s):  
Physical Fitness ◽  
Visual Impairment ◽  
Test Performance ◽  
Visually Impaired ◽  
Long Distance ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Test Items ◽  
Age Range ◽  
Partially Sighted

The Project UNIQUE Physical Fitness Test was administered to 686 normally sighted and 484 visually impaired subjects in the 10-17 age range. Significant differences favoring the normally sighted were found for each of the six test items. The severity of the visual impairment was a significant factor on the two running items. Partially sighted subjects made better scores than legally blind subjects on the 50-yard dash and long-distance run. No significant differences between partially sighted and blind subjects were found for the non-running items in the test battery (skinfolds, grip strength, sit-ups and sit and reach). Findings suggested that, depending upon the purpose of the assessment, physical fitness test scores of the visually impaired generally should be compared to specially designed norms and that, on the running items, separate norms should be utilized for the blind and partially sighted.

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