scholarly journals Facilitators and barriers to education for chiropractic students with visual impairment

2019 ◽  
Vol 34 (2) ◽  
pp. 116-124
Author(s):  
Aditi Joshi ◽  
Suzanne L. Ray
Keyword(s):  
Visual Impairment ◽  
Academic Experiences ◽  
Inductive Method ◽  
Disability Services ◽  
Barriers To Education ◽  
Staff Members ◽  
Disability Awareness ◽  
Deductive Method ◽  
Facilitators And Barriers ◽  
Education Of Students

Objective The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program. Methods Ten participants were recruited, including 3 students who are “legally blind,” 2 student notetakers, 3 faculty members who taught students with visual impairment, and 2 staff members from the Disability Services Office. For this qualitative study, the students were recruited through the Disability Services Office. The participants were audiotaped during approximately 1-hour interviews conducted in a semistructured manner within a private setting (a quiet office) on the campus during office hours. Thematic analysis was conducted using a deductive method for codes and an inductive method for themes. Results We identified facilitators and barriers to the education of students with visual impairment. Notable facilitators were planning for accessible educational materials, accessibility of workable space, and support systems, such as notetakers and close interaction with faculty. Notable barriers were attitudes of students with visual impairment toward their education, lack of personnel training, and lack of disability awareness in the campus community. Conclusion Meticulous planning of resources and communication are key to enriching academic experiences of students with visual impairment.

LA ORIENTACIÓN FAMILIAR EN LA SOLUCIÓN DE PROBLEMAS Y EL ANÁLISIS DE RIESGO EN LA EDUCACIÓN DE LOS ESCOLARES

2018 ◽  
Vol 3 (5) ◽  
pp. 27
Author(s):  
Rovinson Yovanni Zambrano Zambrano ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Risk Analysis ◽  
School Environment ◽  
Comparative Method ◽  
Educational Institution ◽  
Family Counseling ◽  
Theoretical Research ◽  
Deviant Behaviors ◽  
Deductive Method ◽  
Education Of Students

La vinculación entre la familia y la escuela es esencial para la educación de los estudiantes de cualquier institución educativa. Entre sus funciones más importantes se ubica, la prevención de las posibles conductas desviadas en el ámbito escolar. El presente estudio aborda el comportamiento de la función prevención y solución de problemas de la orientación familiar, desde el análisis de riesgo; al caracterizar su estado actual y proponer una estrategia para el perfeccionamiento de la orientación familiar, para ello se utilizaron fundamentalmente métodos teóricos de investigación como el método hipotético deductivo, la abstracción científica, el método comparativo, el enfoque sistémico estructural funcional y en calidad de complemento, el diagnóstico. Ellos permitieron arribar a los resultados que presentamos, el estudio es descriptivo y causal. Específicamente el análisis toma como estudio de caso las familias de los estudiantes de la unidad educativa “Cecilia Velázquez Murillo” de la ciudad de Jipijapa en el Ecuador. PALABRAS CLAVE: Orientación familiar; solución de problemas; riesgo en la familia.  FAMILY COUNSELING IN THE SOLUTION OF PROBLEMS FROM RISK ANALYSIS  ABSTRACT  The link between family and school is essential for the education of students of any educational institution. Among its most important functions is the prevention of possible deviant behaviors in the school environment. The present study addresses the behavior of the prevention and problem solving function of family counseling, from the risk analysis; by characterizing their current state and proposing a strategy for the improvement of family orientation, fundamentally theoretical research methods such as the hypothetical deductive method, scientific abstraction, the comparative method, the functional structural systemic approach and as a complement were used., the diagnosis. They allowed us to arrive at the results we present, the study is descriptive and causal. Specifically, the analysis takes as case study the families of the students of the educational unit "Cecilia Velázquez Murillo" of the city of Jipijapa in Ecuador. KEYWORDS: Orientation; problem solving; risk in the family.

scholarly journals Fictitious employment contracts in loan recovery processes in Latvia

2018 ◽  
Vol 40 ◽  
pp. 01005
Author(s):  
R. Neilands
Keyword(s):  
Qualitative Research ◽  
Financial Crisis ◽  
Real Estate ◽  
Comparative Method ◽  
Inductive Method ◽  
Analytic Method ◽  
Financial Loss ◽  
Employment Contracts ◽  
Recovery Processes ◽  
Deductive Method

Latvia from 2008 till 2013 experienced serious financial crisis. The results of the crisis were significant financial loss in banking area, plenty of foreclosures, plenty of corporate and private bankruptcy processes. One of issues Latvia faced in the foreclosure proceedings was the reaction of debtors – some of them used all possible means (including illegal) to obstruct foreclosure. One of such means is a conclusion of fictitious employmentcontracts on the mortgaged real estate maintenance and later obtaining a court judgment on a wage recovery. The aim of the paper is to research how fictitious employmentcontracts are used and to propose a solution for the fictitious labour agreements issue. Methods of qualitative research were employed in the paper – comparative method, analytic method, inductive method, and deductive method.

scholarly journals The Concept of “Vocalese” in the Class of FLE

2019 ◽  
Vol 8 (6S4) ◽  
pp. 1390-1392
Keyword(s):  
Foreign Language ◽  
Albert Einstein ◽  
Creative Expression ◽  
Inductive Method ◽  
Robert Frost ◽  
Musical Genre ◽  
Claude Bernard ◽  
Deductive Method ◽  
Teaching Music ◽  
The Mind

“Music is a world within itself a language we all understand “– Steve Wonder. According to these words if this language called “Music” can be used in the teaching of a foreign language it justifies the words of Plato “Music is a more potent instrument than any other form of education because rhythm and harmony find their way into the inward places of the soul”. This article aims To highlight the advantages of “Vocalese” in the teaching of French as a foreign langue (FLE) – Francais Langue Etrangere and to structure a formative and fun FLE course through the exploitation of a song aiming at functional, linguistic and socio cultural objectives. Why use songs? Why music? Music is a therapy. It is a communication far more powerful than words, far more immediate and far more efficient” – Yehudi Menuhin. Having understood well the advantages of using songs in the teaching of FLE, let us now analyze the concept the “Vocalese”. What is Vocalese? Vocalese is a style or musical genre of jazz singing wherein words are sung note for note to melodies that were originally created by a soloist's improvisation. Why use Vocalese? Man can learn nothing except by going from the known to the unknown – Claude Bernard (French physiologist).In “Vocalese” one is familiar with the tune. When this (known) tune is combined with new lyrics (the unknown) learning is facilitated. Advantages of “Vocalese” in the concept of teaching - Vocalese uses the deductive method of teaching in lieu to the inductive method of teaching. Music is to soul what words are to mind and if these words can be altered it is nothing more than the alteration of the mind – the very first step needed in the teaching of any language. Thus the duty of every teacher is not to teach but to facilitate teaching in accordance to the words of Robert Frost “There are two kinds of teachers: the kind that fills you with so much quail shot that you can’t move and the kind that just gives you a little prod behind and you jump to the skies”. I conclude with the words of Albert Einstein “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” and I as a teacher would like to awaken this joy via music and would prefer to be called an “Educational Rock Star”

scholarly journals The Effectiveness of Using Inductive Method in Teaching English Grammar

2019 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Ade Novea Retty ◽  
Martono Martono ◽  
Teguh Sarosa
Keyword(s):  
T Test ◽  
Inductive Method ◽  
Control Group ◽  
English Grammar ◽  
Significant Difference ◽  
Deductive Method ◽  
Eighth Grade Students ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86.  It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.

scholarly journals تعليم اللغة العربية في المعهد الإسلامي بفونوروغو

Studi Arab ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 151-172
Author(s):  
Moh Munir
Keyword(s):  
Direct Method ◽  
Boarding School ◽  
Instructional Method ◽  
Translation Method ◽  
Inductive Method ◽  
Educational Institutions ◽  
School Students ◽  
Deductive Method ◽  
Speaking Skill ◽  
Grammar Translation Method

Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.

Psychosocial aspects of sexuality in adolescents with visual impairments

2018 ◽  
Vol LXXIX (2) ◽  
pp. 91-101
Author(s):  
Kornelia Czerwińska
Keyword(s):  
Visual Impairment ◽  
Ecological Model ◽  
Visual Impairments ◽  
Limited Range ◽  
Small Samples ◽  
Childhood And Adolescence ◽  
Interaction Patterns ◽  
Disability Awareness ◽  
Sexual Identification ◽  
The Impact

According to the ecological model, all sexual activity results from experiences gathered during the biologically based process of socialization. Therefore, analysis of the impact that visual impairment has on the psychosexual functioning of adolescents should consider not only the functional aspect but mainly the sociocultural aspect. Specific upbringing and education conditions in childhood and adolescence (e.g.: compulsory schooling in a special center - often in a live-in environment, parental overprotectiveness, lack of or unadapted sexual education curricula, etc.) may hinder learning of typical interpersonal interaction patterns and delay one’s sexual identification process. The limited range of social experiences may result in a low mentalization of the need, and, in consequence, a lack of its stimulation, which manifests itself, for instance, in a lower frequency of autoerotic behaviors among blind adolescent boys as compared to their nondisabled peers. Moreover, a lowered self-esteem and sense of interpersonal attractiveness relating to the lack of acceptance of one’s disability, awareness of being dependent on others, and negative reactions of people around which are based on false beliefs about blind people’s sexuality can also make it difficult to build close relationships and form emotional and sexual bonds. A review of studies on the sexuality of blind and visually impaired adolescents does not allow unambiguous conclusions to be drawn about the course of this group’s development. The data collected are generally descriptive in nature and do not fully reflect the specificity of sexual functioning in the whole population of adolescents with visual impairments as, frequently, the studies were conducted with small samples and did not take into account different types and severity of visual impairment. Also, discrepancies in the findings relating to individual aspects of psychosexual development may be due to differences in instruments used by researchers as well as to the sociocultural nature of the approach to sexuality that is specific to the country where the study was carried out.

scholarly journals A Systematic Review on Inclusive Education of Students with Visual Impairment

2020 ◽  
Vol 10 (11) ◽  
pp. 346
Author(s):  
Hisae Miyauchi
Keyword(s):  
Systematic Review ◽  
General Education ◽  
Visual Impairment ◽  
Inclusive Education ◽  
General Education Teachers ◽  
External Support ◽  
Related Factors ◽  
Teacher Student ◽  
Generic Set ◽  
Education Of Students

This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

Sign in / Sign up

Export Citation Format

Share Document