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

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 ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
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.

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.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

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

Mousaion ◽  
2016 ◽  
Vol 32 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Lungile Seyama ◽  
Craig D. Morris ◽  
Christine Stilwell
Keyword(s):  
Information Seeking ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Social Model ◽  
Blind And Visually Impaired ◽  
Information Seeking Behaviour ◽  
Kwazulu Natal ◽  
Visually Impaired Students ◽  
The University ◽  
Blind Students

Based on a study for a master’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 Wilson’s (1996) Model of Information Behaviour, Belkin’s (1982) Anomalous Stat of Knowledge approach and Oliver’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.

The Braille International Phonetic Alphabet and other options: the blind student in the phonetics classroom

2005 ◽  
Vol 35 (2) ◽  
pp. 221-230 ◽  
Author(s):  
Sheri Wells-Jensen
Keyword(s):  
Classroom Management ◽  
Visually Impaired ◽  
Access To Information ◽  
Full Inclusion ◽  
International Phonetic Alphabet ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students

This paper discusses techniques, including the Braille IPA, which are useful for the full inclusion of blind and visually impaired students into the phonetics classroom. Topics include transcribing, reading transcription, access to textbooks and classroom management. Suggestions for making the classroom more accessible have the added advantage of creating better access to information for the sighted students as well. The material may also be useful to blind phonetics instructors who teach sighted students.

scholarly journals EDUCATIONAL INTEGRATION OF PEOPLE WITH VISION IMPAIRMENTS

2021 ◽  
Vol 4 (1) ◽  
pp. 77-92
Author(s):  
Gorica Kurtuma ◽  
Ševala Tulumović ◽  
Hurma Begić
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Intellectual Development ◽  
Blind And Visually Impaired ◽  
Teaching Aids ◽  
The Social ◽  
Educational Integration ◽  
Modern Methods ◽  
Visually Impaired Students ◽  
Impaired Children

The educational integration of blind and visually impaired children has proven to be an upward trajectory in the process of upbringing, education, acquisition of knowledge and competencies in children with visual impairment. In addition to the benefits for the child's intellectual development, the integration process is of great importance in the social context. The education system has changed over time, both for visually impaired students and for their without visual impairment peers. Modern approaches and methods in the process of upbringing and education have made many means for work and learning for children who are blind and visually impaired inaccessible. We strive to adapt the environment for children with disabilities in order to fully include them and give them the opportunity to follow the most modern methods and use modern teaching aids in the process of upbringing and education. Key words: modern approaches, modern methods, integration, blind, visually impaired

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

2017 ◽  
Vol 111 (6) ◽  
pp. 527-542 ◽  
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 ◽  
Visually Impaired Students ◽  
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.

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

2021 ◽  
pp. 26-35
Author(s):  
Svetlana Aleksandrovna Kochubei ◽  
Liliya Khamitovna Malikova
Keyword(s):  
Learning Outcomes ◽  
Visually Impaired ◽  
Professional Training ◽  
Visual Impairments ◽  
Educational Process ◽  
Persons With Disabilities ◽  
Medical College ◽  
Blind And Visually Impaired ◽  
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).

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

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 ◽  
Blind And Visually Impaired ◽  
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.

Adapting the Brief COPE for Chinese Adolescents with Visual Impairments

2017 ◽  
Vol 111 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Wei Yuan ◽  
Li-fang Zhang ◽  
Bing Li
Keyword(s):  
Visual Impairment ◽  
Psychometric Properties ◽  
Visually Impaired ◽  
Sample Selection ◽  
Visual Impairments ◽  
Self Esteem ◽  
Three Dimensions ◽  
Adolescent Students ◽  
Brief Cope ◽  
Chinese Adolescent

Introduction The present research pioneered the effort in assessing adolescents’ coping with visual impairment through adapting the Brief COPE in an eastern context. The first study preliminarily explored the applicability of the Brief COPE to Chinese adolescent students with visual impairments. Based on the results, the Brief COPE was modified and renamed, COPE-Revised. The second study tested the internal psychometric properties and the criterion-related validity of the COPE-Revised. Criterion-related validity was obtained through investigating the correlation between coping and self-esteem. Method The first study involved 176 adolescent students with visual impairments, comprising a survey using the Brief COPE and follow-up interviews. In the second study, another cohort of 170 adolescent students with visual impairments responded to the COPE-Revised together with an inventory assessing self-esteem. Results The COPE-Revised showed adequate psychometric properties. Three higher-order factors, namely self-directed, other-directed, and relinquished-control coping, were identified. The way in which self-esteem was correlated with these three dimensions of coping provided evidence for the criterion-related validity of the COPE-Revised. Discussion The findings indicate that the COPE-Revised has sound psychometric properties among adolescents with visual impairments. Limitations regarding the sample-selection bias and the means of questionnaire survey among visually impaired adolescents are noted. Implications for practitioners This research tailored a coping inventory for educators, counselors, and researchers who are interested in investigating adolescents’ ability to cope with visual impairments. The relationship between coping with visual impairment and self-esteem found in this research has reference significance for educational and counseling services for visually impaired adolescents.

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