scholarly journals ASPECTOS METODOLÓGICOS DE PRÁTICA EDUCATIVA COM CARTOGRAFIA TÁTIL

2020 ◽  
Vol 10 (20) ◽  
pp. 603-612
Author(s):  
Ana Claudia Biz ◽  
Mafalda Nesi Francischett
Keyword(s):  
Inclusive Education ◽  
Research Laboratory ◽  
Geography Education ◽  
Second Grade ◽  
Map Reading ◽  
Tactile Maps ◽  
Methodological Aspects ◽  
Methodological Guidelines ◽  
Educative Experiences ◽  
Blind Students

Este artigo apresenta aspectos metodológicos de prática educativa com Cartografia Tátil desenvolvida com licenciandos, do segundo ano de Geografia/Licenciatura, na disciplina de Cartografia Escolar, na UNIOESTE. O objetivo é discutir as possibilidades de ensinar por meio de mapas táteis e de atividades que se constituem em orientações metodológicas a respeito da educação inclusiva, com questões gerais sobre a linguagem na Cartografia Tátil, especificamente a leitura de mapa. Para tal, foi elaborado o mapa tátil da região Sudoeste do Paraná, com destaque para o município de Francisco Beltrão. Esta experiência vem sendo desenvolvida por pesquisadores no Laboratório de pesquisa RETLEE (Representações, espaços, tempos e linguagens em experiências educativas), cujo intuito é de trabalhar o ensino de Geografia com estudantes cegos. PALAVRAS-CHAVE Geografia, Linguagem, Cartografia tátil.   METHODOLOGICAL ASPECTS OF THE EDUCATIVE PRACTICE WITH THE TACTILE CARTOGRAPHY ABSTRACT This article presents methodological aspects of the educative practice with the Tactile Cartography develops with the graduates, of the Geography Degree second grade, in School Cartography discipline, in UNIOESTE. The objective is discuss the possibilities to teach through tactile maps and activities that constitutes in methodological guidelines to respect the inclusive education, with general issues about the language in Tactile Cartography, specify the map reading. For this, was elaborating the tactile map of the Parana’s southwestern region, with emphasis to the Francisco Beltrão municipality. This experience has been developed by researchers in RETLEE Research Laboratory (Representations, spaces, times and languages in educative experiences), whose intention is works the Geography education with the blind students. KEYWORDS Geography, Language, Tactile Cartography.

Cognitive Mapping by the Blind

1978 ◽  
Vol 72 (8) ◽  
pp. 297-301 ◽  
Author(s):  
Steven M. Casey
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Mapping ◽  
School Students ◽  
Congenitally Blind ◽  
Tactile Maps ◽  
Blind Persons ◽  
Partially Sighted ◽  
Blind Students

In an effort to study the cognitive mapping abilities of blind persons, tactile maps of a school campus were made by ten congenitally blind and ten blindfolded partially sighted high school students. Although some blind students made well-organized and accurate maps of the campus, most of the maps made by the congenitally blind subjects were poorly organized and integrated as compared with maps made by the blindfolded partially sighted subjects. Blind persons exhibit varying methods for categorizing the elements of a large environment, and the method of cognitive mapping is believed to be related to how well a person can negotiate within the environment.

scholarly journals Efficient Interactive Tactile Maps: A Semi-Automated Workflow Using the TouchIt3D Technology and OpenStreetMap Data

2021 ◽  
Vol 10 (8) ◽  
pp. 505
Author(s):  
Radek Barvir ◽  
Alena Vondrakova ◽  
Jan Brus
Keyword(s):  
Inclusive Education ◽  
New Technologies ◽  
The Other ◽  
Specific Group ◽  
Complex Idea ◽  
Current Trends ◽  
Map Design ◽  
3D Printed ◽  
Tactile Maps ◽  
Tactile Mapping

Despite the growing efficiency of the map-design process in general, tactile mapping has remained peripheral to mainstream cartography. For a specific group of people with visual impairment, however, tactile maps are the only effective way to obtain a complex idea about the geospatial distribution of the surrounding world. As there are numerous specifics in creating these 3D maps and only a limited group of users, tactile products have usually been either very simple creations or, on the other hand, difficult and expensive to produce. Modern trends and progress in the availability of new technologies (e.g., 3D printing) bring new possibilities for keeping tactile map production both effective and up to date. Therefore, this paper aims to present a methodology to apply the TouchIt3D technology to link 3D-printed multi-material tactile maps with a mobile device. Utilizing this solution resulted in a set of interactive tactile maps following current trends of inclusive education. Using OpenStreetMap data together with a semi-automated workflow significantly lowered expenses compared to antecedent maps with similar functionality. A semi-automated workflow was designed, focusing on three use cases of independent movement: walking, using public transport, and tourism.

scholarly journals Impact of inclusive education on improving the quality of life of totally blind students

2021 ◽  
Vol 98 ◽  
pp. 02013
Author(s):  
Viktoriya Klimentyeva ◽  
Dmitry Klimentyev ◽  
Svetlana Pashneva ◽  
Anna Umerenkova ◽  
Dina Fedorova
Keyword(s):  
Quality Of Life ◽  
Foreign Language ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Institution ◽  
People With Disabilities ◽  
Educational Process ◽  
Successful Implementation ◽  
Blind Students

The desire of contemporary society to improve the quality of life through the organization of wider access to education for people with disabilities raises several issues concerning the conditions for organizing inclusive education. In the article based on theoretical analysis and practical experience in implementing five-year research and educational project in cooperation with the Moscow City University, the hypothesis is substantiated that using specially developed didactic materials, individual training of applicants according to an adapted curriculum, and adaptive teaching methods, it is possible to ensure successful foreign language training of a foreign language teacher for blind and visually impaired adults enrolled in the inclusive education in an undergraduate program. The purpose of the study is to find the possibilities of teaching a foreign language to totally blind adults studying in an inclusive educational environment of a higher educational institution with the subsequent successful implementation of their professional activities. The scientific novelty of the research is seen in the development and testing of a model of methodically substantiated professionally-focused educational trajectory of foreign language education for totally blind adults studying at the university. Using classical research methods, such as the study of scientific literature and accumulated methodological experience, trial training, observation, and questionnaires, the researchers came to conclusions about the feasibility and productivity of the proposed approach to teaching English to blind students in an inclusive environment, contributing to a more effective professional training of people with disabilities, improving their self-esteem, better adaptation to life, as well as professional and personal advancement of all participants in the educational process.

scholarly journals Current priorities of the program content ‘Around the world’, for first and second grade in primary school, with an accent inclusive education

2018 ◽  
Vol XIX (1) ◽  
pp. 10-14
Author(s):  
Ivanova Ekaterina
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Role ◽  
Religious Affiliation ◽  
Second Grade ◽  
The World ◽  
Current Program ◽  
Program Content ◽  
Cognitive Experience ◽  
Intellectual Potential

Positive changes in the educational system of Bulgaria towards the process of inclusion, namely to ensure equal access to quality education for each child, regardless of his health or social status, ethnic or religious affiliation, also reflect on the program content of “Around the world” for first and second grade in primary school. The subject is aimed at enriching the sensory cognitive experience of children, as well as mastering related to their close public and social environment, knowledge and skills. By accepting a social role student, the child learns another type of interaction with others, acquires the skills to listen and talk with his interlocutors, focus on tasks. The current program content of the learning themes focuses on priorities such as: skills of deal with problems, communication with other students and manifestation of tolerant relationships, and acceptance of differences. The artistic-illustrative material depicting events, situations, circumstances of everyday life of students, bringing them closer to reality. Tasks require students to work independently: monitoring, research, data collection, sharing personal experiences, group work, and this promotes the development of their intellectual potential, as well as successful adaptation, socialization and inclusion in society.

scholarly journals Exploring the social position of tactile maps in Japan

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Masahiro Tanaka
Keyword(s):  
Visually Impaired ◽  
Social Position ◽  
Geography Education ◽  
The Body ◽  
Visually Impaired People ◽  
The Social ◽  
Impaired People ◽  
Orientation And Mobility ◽  
Tactile Maps ◽  
The 1960S

<p><strong>Abstract.</strong> It seems that the aim of conventional studies on tactile maps for visually impaired people have been to improve their utility in terms of instrumentalism. However, given the recent progress of disability studies in social science and post-representational approach in recent map studies, it is necessary to examine how tactile maps work in the society and how they relate to “disability” as a social phenomenon. These are also important issues to think about how geospatial information technology for visually impaired people embed in the society. Hence, regarding the map as more-than-representation, this paper analysed various documents (e.g. newspaper articles, essays, instruction manuals for orientation and mobility specialist), and considered the social position of tactile maps in Japan. The results showed the following.</p><p>The tactile map has a long history as a teaching material of geography. It was used for education for the blind in Western countries in the late 18th century. This situation was introduced to Japan by overseas memoir. For example, in the late Edo era, Namura Gohachirou who was a member of Japanese Embassy to the United States witnessed geography education using tactile maps at the blind school in New York. In his diary named <i>Akou Nikki</i>, Namura said that the education for blinds using tactile maps seemed to “translation” from the words of those who can see both eyes well to the words of visually impaired people. His statement clearly shows the material difference of tactile maps. Many tactile maps have acquired social status as “translated objects”. The material form of tactile maps is different from the “map” (visual map) known to the general public, so it makes awareness of physical differences between the body of visually impaired people and sighted people. In 1880, the first blind school in Japan, Kyoto Moua In had exhibited teaching materials and other instruments to the exposition, including a tactile map representing the city of Kyoto. Such a social event also had a role to attract the attention of sighted people to the material heterogeneity of the tactile map <i>and</i> visually impaired people.</p><p>The 1960s-80s was the period of the situation of tactile maps changed significantly in Japan. In the 1960s, rehabilitation techniques for visual impairments was introduced to Japan from USA, and the concept of “orientation” which was lacking in conventional walking training diffused. In accordance with these movement, the teaching manual of orientation and mobility (O&amp;M) training became write the methodologies to make and use the tactile map for the training. In 1964, Kazuo Honma, the founder of Japan Brail Library, visited all over the world and bought lots of tools for visually impaired people, including tactile maps, at the blind libraries in various places and brought them back to Japan. He held an exhibition to show those materials in the following year. Furthermore, as the International Year of Disabled Persons 1981 and the subsequent enforcement of various laws related to people with disability, it has been emphasized to create cities where physically impaired people can go out of their homes. Since that time the tactile maps began to be installed in public facilities, and were introduced in the assistive technology catalogs. In this way, the tactile map was incorporated into the context of “outdoor behavior” and “walking”. Not only the body of visually impaired people but also the tactile maps as material objects have increasingly been exposed to the “outside” spaces (e.g. city, road). As a result, the tactile map became understood from the viewpoint of “safety”, and it became involved with human and non-human actors (e.g. government offices, volunteer organizations, barrier-free laws, traffic guidelines) different from those of geography education.</p>

scholarly journals Geography education by the combination use of GIS and AR – Practices in National Institution of Technology, Toyama College

2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Koji Ohnishi ◽  
Hiroaki Akimoto ◽  
Yoshihiro Ugawa ◽  
Satoru Itoh
Keyword(s):  
High School ◽  
Reading Skill ◽  
Physical Geography ◽  
Geography Education ◽  
Geographical Information ◽  
Map Reading ◽  
Reading Technique ◽  
Topographical Map ◽  
Skill Building ◽  
Topographical Maps

<p><strong>Abstract.</strong> AR technology on the landscape is useful for people to identify the places with air tags. There are many people who cannot match landscapes and maps. For Map reading skill building, AR supports for people to match the landscape and maps. This paper tried to measure the effectiveness of AR technology to map reading skill building in high school geography education.</p><p>In Japan, Geography will be compulsory subject from high school from 2022. The compulsory Geography as school subject has three themes, 1 Maps and GIS, 2 International understandings and International Corporation, 3 Disaster prevention and ESD. Maps and GIS are fundamental skills for learning geography. Map reading is very important and there are several researches of the geography classes with paper maps, especially topographical maps (Ito, 2005). GIS education is also important for students to understand how to use the maps (Tani etal., 2002). In Japan, there are few high schools and teachers to use GIS on geography class. With curriculum reformation, every student will have to learn GIS, and teachers will have to teach GIS in the geography class, too. It is big problem.</p><p>Students learn topographical map reading technique on geography class as indoor activity. There are few activities to match the real landscape and topographical map. This skill is important for student to understand the map function and meaning of landscape. Fieldwork education is not popular among schools. Teachers have poor skills to do it. AR could build up the lessons to combine GIS, map and fieldwork education. It is not easy to match the topographical map and landscape. AR technology supports for students to do the tasks. The aim of this paper to check the effectiveness of AR support for map readings. We did three periods geography experimental classes in National Institution of Technology, Toyama College 1st grade. 1st period class content was physical geography especially on coastal geomorphology. 2nd period was understanding the lagoon with topographical map (Fig. 1). 3rd period was topographical map and landscape with AR.</p><p>In the 3rd period practice, they used tablet and smartphone to identify the landscape. They watched the landscape with air tags (Fig.2), and they tried to match the landscape and map (Fig.3). Students checked the worksheet and maps on the activities (Fig.4).</p><p>Students understood how to match the landscape and maps with AR air tags. It is adequate tasks for students to understand how to match between landscape and maps. They did these tasks in this class and they became to do it with no difficulties.</p><p>There were several technological problems. Digital compass is not accurate when the tablets were started. We should adjust the compass before the class. Next problem is air tags. If the tags are on same direction, the tags are overlapped. There problems are easy to get over. With this trial class, topographical maps and landscape education with GIS with AR is effective for students. Maps education with Geographical Information technology has important role for next generation. We should make textbook for teachers to do this method.</p>

scholarly journals Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Tadesse Abera ◽  
Dawit Negassa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Self Advocacy ◽  
Depth Interview ◽  
Interview Guide ◽  
The University ◽  
Blind Students

The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

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