СОЗДАНИЕ В ПЕДАГОГИЧЕСКОМ ВУЗЕ АДАПТИВНОЙ СРЕДЫ ДЛЯ ОБУЧЕНИЯ СТУДЕНТОВ С НАРУШЕНИЯМИ ЗРЕНИЯ

2020 ◽  
Author(s):  
Elena Grigoryeva ◽  
Elena Nikolaeva ◽  
Elena Semenova
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Teaching Process ◽  
Detailed Consideration ◽  
Different Types ◽  
Adaptive Environment ◽  
Software And Hardware ◽  
Visually Impaired Students ◽  
Partially Sighted ◽  
Soft And Hardware

В статье подробно рассматривается современный научный задел по проблеме создания адаптивной среды для слабовидящих и незрячих студентов педагогического вуза. Авторы приводят психофизиологические характеристики слабовидящих и незрячих лиц. Анализируются данные опроса преподавателей по проблеме обучения слабовидящих и незрячих студентов. Приводятся программные и аппаратные средства обучения слабовидящих и незрячих, позволяющие в значительной степени облегчить процесс обучения студентов с нарушениями зрения, описывается опыт их применения и выявляются наиболее эффективные из них.The article gives detailed consideration of modern scientific research made on the problem of creation of adaptive environment for visually impaired students in teacher training universities. The authors give psychophysiological features of blind and partially sighted persons. The research also analyses the results of the survey conducted among teachers which is based on the problem of teaching blind and partially sighted students, describes different types of software and hardware used for teaching visually impaired students and which allow to facilitate teaching process of such students, outlines practice of implementation of the described soft- and hardware and reveals the most efficient kinds.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Issues and Aids for Teaching Mathematics to the Blind

1997 ◽  
Vol 90 (5) ◽  
pp. 344-349 ◽  
Author(s):  
Thomas Dick ◽  
Evelyn Kubiak
Keyword(s):  
North America ◽  
Visually Impaired ◽  
Special Populations ◽  
Teaching Mathematics ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
The Many ◽  
Partially Sighted

Efforts at inclusion and mainstreaming are pervasive in classrooms across North America. One of the many special populations formerly segregated but currently mainstreamed includes blind or partially sighted students. In this article we discuss some of the challenges faced by blind and visually impaired students and some of the tools available to help these students in their efforts to learn mathematics.

Visual Environmental Adaptation Problems of Partially Sighted Children

1994 ◽  
Vol 88 (3) ◽  
pp. 234-243 ◽  
Author(s):  
M. Kalloniatis ◽  
A.W. Johnston
Keyword(s):  
Visually Impaired ◽  
Environmental Adaptation ◽  
Adaptive Techniques ◽  
Regular Classrooms ◽  
Visually Impaired Students ◽  
Partially Sighted

This article reports the results of an analysis of questionnaires administered to partially sighted children and their parents. The aim of the study was to identify the visual environmental adaptation problems (VEAPs) of children who attend regular classrooms but have support from teachers of visually impaired students. In addition to discussing the VEAPs that were found in various areas, the article offers suggestions for adaptive techniques and materials that will help these children function more effectively.

scholarly journals Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom

2021 ◽  
Vol 21 (1) ◽  
pp. 75-92
Author(s):  
Ana-Isabel Martínez-Hernández ◽  
Begoña Bellés-Fortuño
Keyword(s):  
Students With Disabilities ◽  
Visually Impaired ◽  
English Language ◽  
Read Aloud ◽  
Accurate Assessment ◽  
Language Test ◽  
Text To Speech ◽  
Language Classroom ◽  
Visually Impaired Students ◽  
Partially Sighted

The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students’ special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind student who used text-to-speech tools (TTS) in order to provide them with accurate assessment. To carry out this research, the student has been monitored throughout the course to see which accommodations fit their1 needs best. All in all, we have observed that read-aloud accommodations lead to a better inclusion of the partially sighted student and better performance.

scholarly journals “Computer Arrangement”. Program of the Discipline for Visually Impaired Students

ICONI ◽  
2021 ◽  
pp. 102-111
Author(s):  
Sergey A. Morozov ◽  
Keyword(s):  
Visually Impaired ◽  
Educational Process ◽  
Vision Impairment ◽  
Social Adaptation ◽  
Music Students ◽  
Musical Space ◽  
Technological Educational ◽  
Visually Impaired Students ◽  
Partially Sighted ◽  
Musical Arrangement

The article is devoted to the issues of instruction of computer arrangement to students with strong vision impairment. The author of the publication has developed the original methodology discussed in the article which refl ects the content-based and practical elements of the process of instructing music students with vision impairment the discipline of “Computer Musical Arrangement” at the Kursk Musical Boarding College for the Blind. The special conditions for realizing the process of instruction of the course of “Computer Musical Arrangement” adapted for blind and partially sighted, as well as the methodological recommendations compiled for the instructors who carry out the educational process in the specialized musical boarding college comprise the crucial moments of the research carried out by the author. The results of the work expounded in the article elucidate the paths for solving the problem connected with the search for new educational methodologies conducive to the process of rehabilitating invalid students with serious vision impairments, as well as the problems of their social adaptation in the cotemporary highly technological educational and artistic musical space.

Effects of exercise habits on visually impaired students on walking and balance ability

2019 ◽  
Vol 28 (5) ◽  
pp. 823-830
Author(s):  
Kye-Rak Choi ◽  
Si-Eun Lee ◽  
Yu-Jin Shim ◽  
Seung-Wook Choi
Keyword(s):  
Visually Impaired ◽  
Exercise Habits ◽  
Balance Ability ◽  
Visually Impaired Students

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

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.

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