scholarly journals ADAPTING SCIENCE CLASSROOMS FOR VISUALLY IMPAIRED STUDENTS: ISSUES, CHALLENGES AND PLAUSIBLE SOLUTIONS

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Shruti Pandey ◽  
Yogendra Pandey
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Science Curriculum ◽  
Theoretical Perspective ◽  
Educational Goals ◽  
Science Classrooms ◽  
Students With Special Needs ◽  
Accuracy And Precision ◽  
Visually Impaired Students ◽  
Science Educators

The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific attitudes such as objective outlook, spirit of enquiry, truthfulness and integrity, inventiveness, accuracy and precision. Therefore, in the science classrooms science educators must respond to their needs by motivating science and laboratory and science students with visually impaired conditions. Inadequate funding is the biggest problem in giving students with visual impairment fair access to education. The amount of teacher assistance or integration assistance is inadequate to meet the requirements. We do not have enough preparation and professional support in relation to the practical aspects of the science curriculum. This paper provides a theoretical perspective for the students with visual impairment to understand the challenges of entering science classrooms. The ideas in this article will help educators create opportunities for visually impaired students to improve science learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0865/a.php" alt="Hit counter" /></p>

scholarly journals Pengaruh edukasi kesehatan gigi dan mulut berbasis buku Braille terhadap tingkat kebersihan gigi dan mulut penyandang tunanetra di SLB-A TPA dan SLB Negeri JemberThe effect of oral health education in the form of Braille book towards the oral hygiene status of visually impaired student attending Special School-A TPA and Public Special School of Jember

2020 ◽  
Vol 32 (2) ◽  
pp. 139
Author(s):  
Adilia Putri Istadi ◽  
Niken Probosari ◽  
Sulistiyani Sulistiyani
Keyword(s):  
Oral Health ◽  
Health Education ◽  
Visual Impairment ◽  
Oral Hygiene ◽  
Visually Impaired ◽  
Special School ◽  
P Value ◽  
Paired Sample ◽  
Oral Health Education ◽  
Visually Impaired Students

Pendahuluan: Tunanetra merupakan istilah yang digunakan untuk kondisi seseorang yang mengalami gangguan dalam indera penglihatannya. Keterbatasan fisik yang dialami oleh tunanetra menyebabkan pengetahuan tentang kesehatan gigi dan mulut sulit didapatkan dan cenderung memiliki tingkat kebersihan gigi dan mulut yang rendah. Oleh karena itu diperlukan pendekatan khusus agar pengetahuan dan kebersihan gigi dan mulut dapat meningkat. Tujuan penelitian ini untuk menganalisis pengaruh edukasi kesehatan gigi dan mulut berbasis Braille terhadap tingkat kebersihan gigi dan mulut penyandang tunanetra. Metode: Jenis penelitian ini merupakan pre-eksperimental dengan desain penelitian one-group pretest-posttest design. Subjek penelitian berjumlah 18 siswa penyandang tunanetra SLB-A TPA dan SLB Negeri Jember yang diberikan edukasi berupa buku panduan kesehatan gigi dan mulut berbasis buku Braille. Subjek diminta untuk menjaga kebersihan gigi dan mulut salah satunya dengan menyikat gigi dua kali sehari selama 21 hari. Pengukuran tingkat kebersihan gigi dan mulut dilakukan menggunakan indeks OHI-S Green dan Vermillion. Pengukuran dilakukan pada hari ke-1 (evaluasi 1) sebelum diberi perlakuan dan pelatihan sikat gigi, hari ke-10 (evaluasi 2), dan hari ke-21 (evaluasi 3). Data dianalisis dengan uji komparatif parametrik paired sample t-test. Hasil: Distribusi data adalah normal dengan p-value (p>0,05) sebesar 0,200 (evaluasi 1), 0,126 (evaluasi 2), dan 0,118 (evaluasi 3). Edukasi yang diberikan selama 10 hari tidak menurunkan indeks OHI-S dengan p-value 0,317 (p>0,05). Edukasi selama 21 hari dapat menurunkan indeks OHI-S dengan p-value sebesar 0,000 (p<0,05). Simpulan: Pemberian edukasi kesehatan gigi dan mulut berbasis buku Braille pada penyandang tunanetra di SLB-A-TPA dan SLB Negeri   Jember berpengaruh terhadap peningkatan kebersihan gigi dan mulut.Kata kunci: Tunanetra, edukasi, Braille, kebersihan gigi dan mulut, OHI-S. ABSTRACTIntroduction: Visual impairment is a term used for the condition of a person who has a disturbance in the sense of sight. Physical limitations experienced by visually impaired individual make the knowledge regarding oral health difficult to obtain and tends to have a low level of oral hygiene. Therefore, a personal approach is needed so that the oral health knowledge and oral hygiene can be improved. This study was conducted to analyse the effect of Braille-based oral health education on the level of the visually impaired students’ oral hygiene. Methods: This research was pre-experimental research with a one-group pretest-posttest design. Research subjects were 18 students with a visual impairment from Special School-A TPA and Public Special School of Jember who were given education in the form of oral health manuals in the form of Braille books. Subjects were asked to maintain their oral hygiene by brushing their teeth twice a day for 21 days. Measurement of the oral hygiene level was carried out using the Green and Vermillion OHI-S index. Measurements were made on day 1 (evaluation 1) before being treated and trained in toothbrushes; day 10 (evaluation 2); and day 21 (evaluation 3). The data were analysed by the paired sample t-test parametric comparative analysis. Results: Data distribution was normal with p-value > 0.05 of (p = 0.200) (evaluation 1), 0.126 (evaluation 2), and 0.118 (evaluation 3). The counselling was conducted for ten days and had not reduced the OHI-S index, with a p-value of 0.317 (p > 0.05). Counselling then continued for 21 days and was able to reduce the OHI-S index with a p-value of 0.000 (p < 0.05). Conclusion: Providing Braille books-based oral health education to visually impaired students in Special School-A TPA and Public Special School of Jember improving their oral hygiene.Keywords: Visual impairment, education, Braille, oral hygiene, OHI-S.

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.

scholarly journals Personalities Development and Role of Teachers for Visual Impairment Student at Institute Tahfiz Quran Sultan Haji Hassanal Bolkiah

2020 ◽  
Vol 4 (1) ◽  
pp. 28-41
Author(s):  
Ak Mohd Aiman Pg Hj Md Zaman
Keyword(s):  
Visual Impairment ◽  
Teacher Development ◽  
Visually Impaired ◽  
Essential Elements ◽  
Main Role ◽  
Structured Interviews ◽  
Brunei Darussalam ◽  
Visually Impaired Students ◽  
Set Up

Institut Tahfiz Quran Sultan Haji Hassanal Bolkiah is the only institution in Brunei Darussalam who has Al-Quran study and memorization programs especially for visually impaired students, but how far their learning effectiveness is not yet known. Therefore, this study aims to investigate the essential elements required in identifying the essential elements required in development of teachers for visually impaired students. Identify the main role of teacher development for visually impaired students. This study is a qualitative study with a case study design with total of 4 informants were selected using a purposive sampling. The data were collected through semi-structured interviews and analyzed descriptively. Studies have shown that they have the potential to teach more visual impairment students, as well as being a link to other different abilities in order to study al-Quran in a proper way. The implication of this study shows that ITQSHHB has successfully set up a facility to learn al-Quran to the special needs who are literate in al-Quran education.

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 Information Needs and Library Services Delivery for Students with Visual Impairment in Oyo State, Nigeria

2018 ◽  
Author(s):  
Kolawole Akinjide Aramide ◽  
Wasiu Olayide Lawal ◽  
Rachael Opeyemi Odunlade
Keyword(s):  
Service Delivery ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Information Needs ◽  
Library Services ◽  
Library Service ◽  
Services Delivery ◽  
Accessibility Issues ◽  
Visually Impaired Students ◽  
Media Formats

This study investigated the information needs and library service delivery to students with visual impairment in Oyo State, Nigeria with a focus on assessing the influence of library 1 services; information needs; media formats availability and accessibility on library use among students with visual impairment in Oyo State, Nigeria. The study established educational information, health information and information on coping with their visual impairment as major information needs of the visually impaired students while circulation service, reference service and screen reading service on computers are found to be the only library services provided for them. Print Books/Magazines, Braille Books and Braille-in-Print were found to be prominent among the few media-formats available for the students while the dearth of media-formats was found to be inadequate in meeting the information needs of students with visual impairment in Oyo State. Lack of ease of accessing the library resources, facilities as well as library staff whenever they need help, poor policy on borrowing privileges, lack of path sounders to guide their movement around the library among others were major accessibility issues confronting the students in enjoying quality library services. The study recommended the need to address the provision of basic facilities that are critical to effective library service delivery to the visually impaired students.

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 O Diálogo com estudantes com deficiência visual (Dv’s ) como Instrumento Formativo para um Ensino de Matemática InclusivoThe dialogue with visually impaired students as a formative tool for an inclusive mathematics teaching

2020 ◽  
Vol 22 (2) ◽  
pp. 281-311
Author(s):  
Tiago Pereira ◽  
Fábio Alexandre Borges
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Visual Impairment ◽  
Mathematics Teaching ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Education Students ◽  
Teaching Support ◽  
Visually Impaired Students ◽  
Inclusive Schooling

ResumoNeste trabalho discutimos alguns aspectos apresentados por estudantes com deficiência visual quanto às suas respectivas escolarizações inclusivas enfocando a disciplina de matemática. Foram entrevistados quatro sujeitos, atuais acadêmicos no ensino superior, por meio de entrevistas semiestruturadas, que foram norteadas por um roteiro de perguntas construído com subsídios de uma revisão bibliográfica anterior. Na análise, empregamos os pressupostos da análise de conteúdo, e para expormos nossos resultados, utilizamos categorias elencadas por meio das convergências existentes nas falas dos entrevistados. As categorias identificadas foram: a diferenciação docente de conteúdos e atividades escolares entre estudantes com deficiência visual e videntes; o desconhecimento docente das necessidades educativas do aluno com deficiência visual; negligências/omissões docentes no ensino de estudantes com deficiência visual, incluso quanto aos seus aprendizados; tentativas isoladas de apoio docente como reflexo da falta de um trabalho coletivo escolar mais amplo.Palavras-chave: Deficiência visual, Ensino de matemática inclusivo, Narrativas de estudantes.AbstractIn this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work.Keywords: Visual impairment, Teaching of inclusive mathematics, Narratives of students.ResumenEn este artículo se discuten algunos aspectos presentados por estudiantes con discapacidad visual sobre su escolarización inclusiva con enfoque en matemáticas. Cuatro sujetos, estudiantes actuales de educación superior, respondieron entrevistas semiestructuradas que preparamos basados en un guión de preguntas construido con subsidios de una revisión bibliográfica previa. En el análisis, usamos los supuestos del análisis de contenido, y para exponer nuestros resultados, usamos categorías listadas a través de las convergencias existentes en las declaraciones de los encuestados. Las categorías identificadas fueron: la diferenciación docente del contenido y las actividades escolares entre estudiantes con discapacidad visual y con videntes; el desconocimiento de los profesores sobre las necesidades educativas del alumno con discapacidad visual; negligencia / omisiones en la enseñanza de estudiantes con discapacidad visual, incluido su aprendizaje; intentos aislados de apoyo a la enseñanza como reflejo de la falta de un trabajo escolar colectivo más amplio.Palabras clave: Discapacidad visual, Enseñanza inclusiva de las matemáticas, narrativas de estudiantes.

scholarly journals Engineering and economic analysis of the production of sieve shaker for teaching particle size to students with visual impairment

2021 ◽  
Vol 9 ◽  
Author(s):  
Rina Maryanti ◽  
◽  
Asep Bayu Dani Nandiyanto ◽  
Achmad Hufad ◽  
Sunardi S ◽  
...  
Keyword(s):  
Particle Size ◽  
Economic Evaluation ◽  
Visual Impairment ◽  
Small Scale ◽  
Educational Goals ◽  
Students With Special Needs ◽  
Economic Parameters ◽  
Balance Analysis ◽  
Economic Perspectives ◽  
Definition Of

The purpose of this study was to evaluate the feasibility study from the engineering and economic perspectives in the production of sieve shaker for teaching particle size to students with visual impairment. The sieve shaker is important as a tool for improving students' understanding of the definition of particles and their sizes. Different from other sieve shakers for industrial purposes, the present sieve shaker is inexpensive, simple, user-friendly, and portable. Since it is made for educational goals only and can be used for developing countries, the total cost is inexpensive. Engineering analysis was performed based on a mass balance analysis, whereas the economic evaluation was carried out using several economic parameters under the ideal and non-ideal conditions in 20 years of the project. The engineering evaluation confirmed the potentiality of the project even it is in small-scale industries because all processing steps could be carried out using commercially available equipment. Economic evaluation results showed positive values for all economic parameters with a few exceptions. This research was complemented by theories to support the definition and the importance of sieve shaker for supporting the education of students with special needs.

Innovative Best Practices of Academic Libraries for Visually Challenged Users

2019 ◽  
Vol 9 (S1) ◽  
pp. 57-59
Author(s):  
K. Indumathi ◽  
R. Sophia
Keyword(s):  
Best Practices ◽  
Visual Impairment ◽  
Students With Disabilities ◽  
Academic Libraries ◽  
Visually Impaired ◽  
Academic Environment ◽  
Library Users ◽  
Library Staff ◽  
Visually Challenged ◽  
Visually Impaired Students

This article extrapolate Innovative Best Practices for accessible libraries. Many Academic Libraries striving to provide accessible resources to students with Visual Impairment. Librarians have taken measures to satisfy the needs of the Visually Challenged library users. But the library staff are not satisfied with their services rendered to the special students. Best innovative practices described in this paper may help the Library Staff to reach the fullest satisfaction of the visually impaired students of Academic Institutions. The guidelines and suggestions are to be implemented to treat the students with disabilities especially the Visually Challenged library users in an academic environment are also described.

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