scholarly journals Attitude of Parents (Father & Mother) Towards Visually Impaired Students of Secondary Level in “Education”

2020 ◽  
Vol 5 (7) ◽  
pp. 1038-1050
Author(s):  
Palash chakraborty ◽  
Dr. Debasish Dhar
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Secondary Level ◽  
Attitude Scale ◽  
Survey Method ◽  
Educational Systems ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Visually Impaired Students ◽  
Vocational Learning

Children with visually impaired may face difficulties that result in their experiencing emotional disturbance. There are very reasons for mood disorder among children with visual loss, such as feeling loneliness, avoidance to appear to learn in formal schools and greater dependency on help. According to RCI Act,1992 responsibility for visual disabilities including low vision and blindness PWD Act,1995 proposed the provision of improve educational services, medical care, vocational learning ,employment and social security for all persons with disabilities including blind and low vision. There are two educational systems for children with visually impaired 1. education in special schools 2. education in inclusive schools. The attitude of parents towards visually impaired students are very important in case of of their visually impaired children . The purpose of the study was to find out the attitude of parents(father & mother) to visually impaired students of class 9 standard. 20 visually impaired students of class 9 were taken for the study. Survey method was adopted to study the attitude of parents (father & mother) towards visually impaired students of secondary level and attitude scale were taken as tools & techniques.For the study the samples are taken from two blind schools of Kolkata. It was found that attitudes(father& mother) are favourable towards the visually impaired students of secondary level. They are very much sympathetic for the education of the their visually impaired sons or daughter.

Development and Standardization of an Alienation Scale for Visually Impaired Students

2017 ◽  
Vol 111 (5) ◽  
pp. 427-439 ◽  
Author(s):  
Poonam Punia ◽  
Sandeep Berwal
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Item Analysis ◽  
Visual Impairments ◽  
Reliability And Validity ◽  
Future Research ◽  
Rehabilitation Professionals ◽  
Cultural Estrangement ◽  
Visually Impaired Students ◽  
Context Specific

Introduction The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a review of the literature and discussions with colleagues and experts in the field. The items were organized into six dimensions of alienation, namely powerlessness, meaninglessness, normlessness, social isolation, self-estrangement, and cultural estrangement, and were rated on the five-point Likert scale. The standardization of the scale was completed with 118 students with visual impairments in the age group of 10 to 25 years, selected randomly from specialized and inclusive schools in the state of Haryana, India. Results The item analysis was done by calculating t- and r-values; seven items were deleted, and a final 45 items were retained. The calculated value of Cronbach's alpha and split-half correlation came out to be 0.87 and 0.86, respectively. The construct validity was determined by computing the coefficient of correlation between scores of this scale and the scores obtained by using the Student Alienation scale (SAS) of R. R. Sharma (Sharma, 2012). The percentile norm for the scale was determined after verifying normality of the scores by using a Q-Q plot. Discussion The findings of the present study suggest that the AL-VI may serve as a useful tool in future research to assess alienation in persons with visual impairments in India. The findings further demonstrate that the AL-VI produced scores that are reliable and valid. The AL-VI can be used outside India after determining its reliability and validity in context-specific conditions. Implications for practitioners The AL-VI scale is applicable to students with visual impairments, teachers of students with visual impairments, principals, social workers, psychologists, and rehabilitation professionals. Practitioners could use this tool for assessing and understanding the level of alienation among students with visual impairments, thereby helping them in planning and executing strategies for remediating alienation.

scholarly journals Family factors of psychosocial rehabilitation of children with hearing and visual impairments

2021 ◽  
Author(s):  
Irina S. Karaush ◽  
Keyword(s):  
Mental Health ◽  
Hard Of Hearing ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Psychosocial Rehabilitation ◽  
Family Factors ◽  
Hearing Impairments ◽  
Special Schools ◽  
Visually Impaired Students ◽  
Correctional Schools

. The article presents the results of a survey of 368 students of 7-18 years of special (correctional) schools, including 186 students with hearing impairments (hard of hearing and deaf) and 182 visually impaired students and 280 parents of students of special schools. The characteristics of families are given, the main characteristics that affect the mental health of children, as well as the possibilities of rehabilitation intervention are identified

Students with Visual Impairments in Special and Mainstream Schools in Japan: A Survey

2000 ◽  
Vol 94 (4) ◽  
pp. 218-228
Author(s):  
Toshibumi Kakizawa ◽  
Graeme Douglas ◽  
Kunio Kagawa ◽  
Heather Mason
Keyword(s):  
Great Britain ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Special Schools ◽  
General Decrease ◽  
Visually Impaired Students

This article reports on a 1995 survey of visually impaired students in Japan: 4,537 in special schools for visually impaired students and 233 in visual impairment units in mainstream schools. Although there appears to be a general decrease in the number of students with visual impairments in Japan, the proportion with additional disabilities is increasing. The findings for Japan are contrasted with those of similar studies in Great Britain.

Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics

2018 ◽  
Vol 112 (5) ◽  
pp. 475-487 ◽  
Author(s):  
L. Penny Rosenblum ◽  
Li Cheng ◽  
Carole R. Beal
Keyword(s):  
Student Teaching ◽  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Visual Impairments ◽  
Systematic Instruction ◽  
Mathematics Problems ◽  
Field Of Vision ◽  
Wide Range ◽  
Visually Impaired Students

Introduction Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.

scholarly journals Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

2018 ◽  
Vol 112 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Carole R. Beal ◽  
L. Penny Rosenblum
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Computer Application ◽  
Tablet Computer ◽  
Mathematics Problems ◽  
Study Results ◽  
Mathematical Word Problems ◽  
Visually Impaired Students ◽  
Ipad App ◽  
Almost All

Introduction The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying pre-algebra to solve mathematical word problems. Methods Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation. Results Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time. Discussion Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users. Implications for practitioners The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students.

scholarly journals RECURSOS DIDÁTICOS COMO COMPLEMENTO AO ENSINO DE BIOLOGIA PARA PROFESSORES COM DEFICIÊNCIA VISUAL: um estudo de caso

2017 ◽  
Vol 24 (2) ◽  
pp. 89
Author(s):  
Andrezza Santos Flores ◽  
Angela Coletto Morales Escolano ◽  
Carolina Buso Dornfeld
Keyword(s):  
Visually Impaired ◽  
Animal Cell ◽  
Low Vision ◽  
Biology Education ◽  
Resource Room ◽  
Regular School ◽  
Federal Constitution ◽  
Visually Impaired Students ◽  
Total Blindness ◽  
The Right

 Resumo: Com a Constituição Federal de 1988 e as legislações subsequentes, todos os alunos têm o direito de fazer parte de uma escola regular, inclusive aqueles que possuem algum tipo de necessidade especial. Uma dificuldade maior ocorre quando este deficiente é o professor, pois um professor vidente em sala de aula possui vários artifícios para dinamizar sua aula ao contrário de um professor deficiente visual que muitas vezes não possui recursos alternativos como complemento em sua aula. Dessa forma, o presente trabalho teve como objetivo confeccionar e analisar a utilização de recursos didáticos, voltados para o Ensino de Ciências e Biologia (Fotossíntese, Célula Animal e Célula Vegetal), por uma professora deficiente visual responsável pela sala de recursos de uma Escola Pública Estadual no Noroeste Paulista, que leciona para alunos com cegueira total e baixa visão, buscando-se a melhoria dos recursos para que a mesma desenvolva seu trabalho. Sendo assim, foi possível observar mediante a transcrição e análise dos vídeos que a utilização dos materiais foi de extrema importância para o ensino de seus alunos e para a professora que não teve dificuldades para ministrar suas aulas com o material adaptado. Na opinião da professora, esta é uma de suas prerrogativas, ou seja, adaptar os materiais para melhor entendimento dos alunos deficientes visuais, mas sua deficiência e a falta de suporte dificultam sua atuação em sala de aula. A utilização dos materiais confeccionados para este trabalho, fez com que a professora participante se sentisse com o dever cumprido perante suas aulas.Palavras chave: Educação Especial. Ensino de Biologia. Materiais Didáticos. Deficiente Visual.DIDACTIC RESOURCES AS A COMPLEMENT TO THE TEACHING OF BIOLOGY FOR TEACHERS WITH VISUAL IMPAIRMENT: a case study Abstract: With the 1988 Federal Constitution and subsequent legislations, all students have the right to be part of a regular school, including those who have some kind of special need. A major difficulty occurs when the deficient is the teacher, as a psychic teacher in the classroom has several tricks to boost your class, unlike a blind teacher who often does not have alternative resources to complement in your class. Thus, this study aimed to make and analyze the use of educational resources, facing the Science and Biology Teaching (Photosynthesis, Animal Cell and Cell Plant) for a visually impaired teacher responsible for the resource room of a Public State School in the northwest of São Paulo state, who teaches for students with low vision and total blindness, seeking to improve the resources for it to develop its work. Thus, it was observed by the transcription and analysis of videos that use of the material was extremely important for the education of their students and herself, who had no trouble to teach their classes with adapted material. According to the professor, this is one of hers prerogatives; in other words, adapt the materials for better understanding of the visually impaired students, but her disability and lack of support hinders their performance in the classroom. The use of materials made for this work, made the participating teacher feel with fulfilled duty to the teacher’s lessons.Keywords: Special Education. Biology Education. Teaching Materials. Disability visual.RECURSOS EDUCATIVOS PARA COMPLEMENTAR LA ENSEÑANZA DE LA BIOLOGÍA PARA LOS MAESTROS CON DISCAPACIDAD VISUAL: un estudio de casoResumen: Con la Constitución Federal de 1988 y la legislación posterior, todos los estudiantes tienen el derecho de formar parte de una escuela regular, incluso aquellos que poseen algún tipo de necesidad especial. La mayor dificultad ocurre cuando este deficiente es el profesor, puesto que un profesor vidente en salón de clase posee varios artificios para dinamizar su clase, al contrario de un profesor con discapacidad visual que muchas veces no posee recursos alternativos como complemento en su salón de clase. De esta forma, el presente trabajo tuvo como objetivo confeccionar y analizar la utilización de recurso didácticos, enfocados para la enseñanza de Ciencias y Biología (Fotosíntesis, Célula Animal e Célula Vegetal), por una profesora con discapacidad visual responsable por la sala de recursos de una Escuela Publica Estadual en el noreste Paulista, que enseña para estudiantes con ceguera total e baja visión, buscándose la mejoría de los recursos para que la misma desenvuelva su trabajo. Siendo así, fue posible observar mediante la transición y análisis de los videos que la utilización de los materiales fue de extrema importancia para la enseñanza de sus estudiantes y para la profesora que no tuvo dificultad para enseñar su clase con el material adaptado. En la opinión de la profesora, esta es una de sus prerrogativas, o sea, adaptar los materiales para mejor entendimiento de los estudiantes con discapacidad visual, pero su incapacidad y la falta de apoyo dificulta su desempeño en el aula. La utilización de los materiales confeccionados para este trabajo, hizo que la profesora participante se sintiese con el deber cumplido ante sus clases.Palabras claves: Educación Especial. Educación Biología. Materiales de Enseñanza. Deficiente Visual. 

Computer Use in Schools for the Blind in Japan

1996 ◽  
Vol 78 (2) ◽  
pp. 419-426 ◽  
Author(s):  
Iwao Kobayashi ◽  
Atsushi Tanaka ◽  
Hideyuki Okuzumi
Keyword(s):  
Secondary Education ◽  
Computer Use ◽  
Visually Impaired ◽  
Low Vision ◽  
Chinese Characters ◽  
Visually Impaired Students ◽  
Blind Students

In a school for the blind, computer use and feelings toward computers by 34 visually impaired students receiving secondary education and by their 42 teachers were investigated with a questionnaire. Most subjects used computers effectively, but some students who had low vision did not wish to use them to avoid strain on their eyes. The computers allowed use of Kanji (Chinese characters) by the blind students, providing a new tool in their learning of Kanji. In classes, it is necessary to maintain and customize the computers continuously.

Technology and Visual Impairment: A review of current options in music education

1995 ◽  
Vol 12 (3) ◽  
pp. 215-224 ◽  
Author(s):  
Michael Stimpson
Keyword(s):  
Music Education ◽  
Visually Impaired ◽  
Special Schools ◽  
Poor Vision ◽  
Practical Support ◽  
Mainstream Education ◽  
Visually Impaired Students ◽  
The Cost ◽  
Impaired Children ◽  
Substantial Degree

The term ‘visually impaired’ is applied generally to include those who have relatively good functional eyesight as well as those with little or no perception of images or light. Its use is preferable to the more emotive and frightening word ‘blind’, but nevertheless ‘visually impaired’ still contains a substantial degree of mystery and unknown for those teachers who rarely or never come into contact with children and/or students who have poor vision. This is due mainly to the difficulty of conceiving and appreciating what can and cannot be seen by someone who is visually impaired, and this itself then confuses the reaction to the needs of that person. These requirements are often a subtle mix of practical support, and understandably, most teachers would expect these to be the concern of established support systems. This is, however, not always the case, particularly as more and more visually impaired children are studying within mainstream education rather than at special schools, and as visually impaired students take up opportunities in further and higher education. It is, of course, no reflection on procedures and organizations that are concerned with the visually impaired in education to stress the need for increased awareness amongst teachers in mainstream education. This is particularly important because the most significant developments in technology have occurred within the last 10—15 years, and the cost has reduced so that it has become more widely accessible.

scholarly journals Strategies of planning online scientific projects for blind and visually impaired students

2021 ◽  
Vol 18 (4) ◽  
pp. 35-44
Author(s):  
Ekaterina A. Gradaleva ◽  
Maria Houston
Keyword(s):  
Distance Learning ◽  
Visually Impaired ◽  
Low Vision ◽  
Learning Opportunities ◽  
Assistive Technologies ◽  
Blind And Visually Impaired ◽  
Audio Description ◽  
Visually Impaired People ◽  
Visually Impaired Students ◽  
Tools And Techniques

The paper describes distance learning opportunities for blind and visually impaired students. The research aims at analyzing various tools and techniques that are necessary for their participation in online scientific projects and conferences. Methodology includes analysis of pedagogical studies, the survey carried out during International Conference for Students at Samara State Technical University, examination of educational activities performed for blind and visually impaired students all over the world, in particular the experience of American Foundation for the Blind. The findings show that distance learning programmes for blind and visually impaired people are becoming popular in many countries, but in Russia there are only a few of them. The authors prove the necessity of doing research in this sphere. It is recommended that more distance learning opportunities are created for such students at Russian universities. The analysis shows that it is even easier to plan the inclusion of blind and visually impaired students in the online scientific events that are not new and have already been held for wider public. The authors conclude that it is essential to adapt the existing system of distance learning using special tools and techniques, which are described in the article. These are accessible platforms, software used with assistive technologies, keyboard controls, audio description, smartphone apps, etc. Special emphasis is laid upon planning webinars for blind and low vision participants. This research can serve as a guide for making online scientific events accessible for all people.

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