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

The purpose of this study was to determine the approaches to enhancing access to Braille materials for optimal learning at Kibos Primary School for the Blind. The study was guided by the main objective which was to determine the causes of the shortage of Braille materials at Kibos Primary School for the Blind. The study employed a case study research design with a target population comprising 26 teachers, one transcriber, a librarian, and a resource person. Census was used to acquire the needed information from the target population since it was small, and the researcher had no control. Interview schedules and questionnaires were administered to different groups of respondents. A pilot study was conducted in one of the primary schools for learners with visual impairment within the study area. Data was analyzed qualitatively and quantitively. Qualitative data was organized, reviewed and data coding system developed, data was assigned codes and recurring themes were identified and the results were presented in narratives, while quantitative data was analyzed using a Statistical Package for Social Sciences version 17. The findings revealed that school enrollment of both male and female pupils was on the rise. However, the enrollment of male pupils was higher. The results also indicated that mathematics and science subjects were most affected by the shortage of braille learning materials. Among the identified causes of the shortage of Braille learning materials were: inadequate funding, regular change of syllabus, delay caused by producers of the materials, lengthy procurement procedures and increased admission of new learners with visual impairment. This study recommended that to enhance access to Braille learning materials at the school; the government should give adequate funds and build the capacity of the braille transcribers. The study was necessary since the government policy on education for all did not seem to cater adequately for Braille learning materials for learners with visual impairment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0265/a.php" alt="Hit counter" /></p>

Traditional science instruction is typically reliant on visual modes of learning, such as textbooks and graphs. Furthermore, since science instruction is often heavily dependent upon visual cues, students with visual impairment often do not have access to the same educational opportunities in most science classes (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006). However, advancements in tactile technology (haptics) are allowing individuals with visual impairments to discover science concepts in revolutionary ways. Haptic feedback devices allow users to experience computer simulations through tactile sensations. Students with visual impairments in science classrooms can now use haptic devices to objects and processes in science, such as exploring an animal cell's organelles (Jones et al., 2004). Researchers in STEM (science, technology, engineering, and mathematics) education have argued that the widespread use of haptic technology in education could provide a hands-on learning experience that is conducive for learning about difficult science concepts (Young et al., 2011) for students who have typical vision as well as those with visual impairments. Jones, Bokinsky, Tretter, & Negishi (2005) reported equal benefits for students with and without visual impairments in using haptic devices similar to the Falcon to explore unknown shapes. Furthermore, the amount of time it took to complete the investigation of shapes was the same for both groups. Other studies have suggested that haptic devices and computer simulations may lead to a deeper level of processing (Jones et al., 2004, p. 55). Unfortunately, haptic devices have not been prominent in science classes because of the cost of the technology and the time needed to train teachers on how to effectively use the technology in the classroom. However, the cost of haptic devices has fallen considerably in recent years (they are now the same price as an inexpensive microscope), and preliminary data suggests that there is potential value in the use of haptic tools to teach abstract science concepts. The study presented here explored the efficacy of a haptic device and a computer simulation to teach students with visual impairments about heat and pressure concepts associated with particle movement. The concept of particle movement is crucial for individuals to understand various interdisciplinary science concepts, such as heat; the formation of viral capsids, proteins, and structures; and processes such as osmosis. The haptic instructional program has been used in a series of studies that allow students to feel particle movement in a closed system (Jones et al., 2013). Students are able to feel how particle movement varies with different temperature and pressure settings without depending on a visual aid for learning. METHODS Instructional program and technology The participants in the present study used the Novint Falcon haptic device from Novint Technologies (see Figure 1). The Novint Falcon is a USB-enabled haptic device that is designed to replace a mouse while a participant is utilizing the computer for simulations or gaming. Participants are able to control the Novint Falcon by holding on to the grip bubble (see Figure 2), which moves in three dimensions: up and down, forwards and backwards, and right to left. While the participant is moving the grip bubble, the Novint Falcon's sensors are able to communicate with the computer, detailing the participant's movement within a computer program. In addition, the grip bubble connected to a computer allows participants to manipulate objects in a computer simulation while providing tactile feedback to the participant. [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] The instructional program (Pollen Grain) allowed participants to maneuver and control an object (a pollen grain) that was constantly subjected to the random motion of surrounding particles in a closed system (see Figure 3). …

The purpose of this study was to influence teachers’ professional qualifications on the academic performance of learners with visual impairment (VI) in integrated public primary schools in Nairobi County, Kenya. The research assumed an expressive survey design exploiting quantitative techniques. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed both qualitative and quantitative data collection techniques. Quantitative data was analyzed and coded using Statistical Package for Social Science (SPSS V 23.0). The findings showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE, while only a tiny fraction had PhD qualifications. The study concluded that professional qualification significantly influenced the academic performance of learners with VI, braille proficiency of teachers significantly influences the academic performance of learners with VI, and ICT integration has improved the quality of assessment in school, thus advancing the academic performance of learners with VI. The study recommended that the government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring that most teachers receive special education when dealing with learners with VI and other disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0736/a.php" alt="Hit counter" /></p>

Inclusion of learners with disability is necessary for improving their enrolment and ensuring that their academic goals and objectives are met. Consequently, teachers and stakeholders have to identify any barriers that can deter the learners from achieving these goals. Interestingly, in Nyatike Sub-County, enrolment of learners with visual impairment in regular public primary schools has remained low at 10.1 percent compared to 33.6 percent in Suna East Sub-County, 24.8 percent in Suna West Sub-County and 31.5 percent in Uriri Sub-County for the years 2019 to 2023. Besides, the literacy level of learners with visual impairment is lower than the levels of learners with hearing and intellectual impairment in Nyatike Sub-County. Therefore, the study sought to find out the influence of the school environment on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County. Maslow’s hierarchy of needs theory was used to explain the roots of inclusion. A sample size of 98 (ninety-eight) respondents comprising 46 head teachers and 52 classroom teachers was selected using saturated and purposive sampling techniques. Pearson’s correlation, regression analysis,and ANOVA were used to analyse infferential data while qualitative data was transcribed and analyzed based on emerging themes and used for triangulation. The study established that at a 5 percent level of significance; the school environment significantly influenced the inclusion of learners with visual impairment, and accounted for 18.4% of the variation in inclusion of learners with visual impairment in regular primary schools. From the findings, it was concluded that the school environment (r= .433, p< .05) has a significant positive and moderate influence on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The study recommends that school administration mobilize more teaching and learning resources for learners with visual impairment. The study is significant to policymakers in the educational sector to develop a framework that links the inclusion of learners with visual impairment and their success in educational achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

<p>Considering the potential of special talented students, the importance of training them is increasing day by day. The perspectives of special talented students and their teachers regarding the concept of special talented are also effective in revealing students' potential. The aim of this study is to determine the opinions of the teachers and students in the Science and Art Center about the concept of special talented. The study was carried out with 20 teachers and 55 students in Science and Art Centers in Turkey in the 2019-2020 academic year. Case study, one of the qualitative research designs, was used. Participants were determined using accessible case sampling. A semi-structured interview form prepared by the researchers was used as a data collection tool. Descriptive analysis was used to analyze the data obtained as a result of the interviews. It has been tried to reflect the positive and negative aspects of special talented students from the perspective of teachers and students. As a result of this study, it has been determined that teachers and students in the Science and Art Center perceive the concept of special talented students as individuals who offer creative solutions to problems and who have a quick grasp. In addition, both students and teachers think that receiving education at Science and Art Centers makes positive contributions to students. Finally, different types of suggestions are made in order to increase the positive sides and eliminate the negative sides of special talented students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0919/a.php" alt="Hit counter" /></p>

Underpinning science education reform movements in the last 20 years—at all levels and within all disciplines—is an explicit shift in the goals of science teaching from students simply creating a knowledge base of scientific facts to students developing deeper understandings of major concepts within a scientific discipline. For example, what use is a detailed working knowledge of the chemical reactions of the Krebs cycle without a deeper understanding of the relationship between these chemical reactions of cellular respiration and an organism’s need to harvest energy from food? This emphasis on conceptual understanding in science education reform has guided the development of standards and permeates all major science education reform policy docu

Introduction: The aim of this study was to compare self-esteem and coping styles in youths with and without visual impairments (i.e., blindness or low vision) and to explore relationships between self-esteem and coping styles. Methods: The participants were students of secondary schools in Poland: 50 with visual impairments (23 females) and 50 typically sighted (21 females). Self-esteem and coping styles were measured with the following questionnaires: Multidimensional Self-Esteem Inventory, by O’Brien and Epstein, in Polish adaptation by Fecenec and Coping Inventory for Stressful Situations, by Endler and Parker, in Polish adaptation by Strelau, Jaworowska, Wrześniewski, and Szczepaniak. Results: There were no group differences in global self-esteem nor in the majority of self-esteem domains excepting moral self-approval, in which the group with visual impairments scored higher than did their sighted peers. Females with visual impairments reported lower self-esteem related to body appearance than control females and males with visual impairments. There were no group differences in coping styles. Moral self-approval and self-esteem in the domain of body functioning served as predictors of an avoidance coping style. Discussion: Self-esteem seems to be influenced by both gender and visual impairment. The absence of differences in global self-esteem between groups with and without visual disabilities may be a result of access to rehabilitation, professional support, and education in the group with visual impairment. Body appearance seems to be a particularly important aspect of self-esteem for females with visual impairments, who scored lower than the other groups. Implications for practitioners: The results show the need to provide specialized psychological support to females with visual impairments aimed at developing positive body image. Further studies on factors influencing self-esteem and coping styles among youths with visual impairments could enable practitioners to better understand how to support them in coping with everyday stress.

Transition of pre-primary learners with visual impairment from integrated pre-primary to primary schools in Narok County has been low. Thus, the study assessed school dynamics influencing transition of learners with visual impairment from integrated pre-primary to primary schools in Narok County, Kenya. The study objectives were; to establish the influence of teachers’ preparedness and instructional resources on transition of learners from integrated pre-primary to primary schools in Narok County. The study was based on the Ecological Systems Theory and Transition Theory. The study employed mixed methods approach and in turn used concurrent triangulation research design. The target population consisted of 16 headteachers, 3 Educational Assessment and Resource Centre officers and 208 teachers and 160 learners with visual impairment all totalling to 387. The study adopted the Krejcie and Morgan (1970) sample size determination formula where a sample size of 266 respondents was sampled. The study used purposive and stratified sampling method to select the sample. 15 headteachers and three EARC Officers were sampled using purposive sampling. Stratified random sampling method was used to select 135 teachers while 113 learners were selected using simple random sampling. Questionnaires were used to collect data from teachers, interview guides were used to collect data from headteachers and EARC Officers while an observation checklist was used to collect data from the learners. Pilot testing of the instrument was done on 2 headteachers, one EARC officer, 12 teachers and 5 learners with visual impairment from the neighbouring Bomet County. Validity was established through expert judgement. Reliability was established using test re-test technique and reliability index, r = 0.867 was determined using Cronbach Alpha Method. Qualitative data were analysed thematically along the objectives and presented in narrative forms. Quantitative data were analysed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS Version 23) and presented using tables. The study established that teachers’ preparedness and instructional resources influence transition of learners with visual impairment from integrated pre-primary to primary schools. The study recommends that Ministry of Education should redesign the teacher training curriculum to encompass components of special needs education to equip them with skills to handle and teach learners in integrated school microsystems. Ministry of Education should also allocate more funds to schools to enable the school management to provide adequate, but suitable instructional resources for learners with visual impairment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0936/a.php" alt="Hit counter" /></p>

<p>The purpose of this study was to determine the influence of rehabilitees with visual impairment cane skills on their independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used a case study research design. The study was carried out at Kenya Institute for the Blind located in Nairobi County, Kenya. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. A purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to locate thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted at Machakos Technical Institute for the Blind because of its similar characteristics in the admission of rehabilitees with visual impairment. The researcher ensured the content validity of the research instruments through discussion with supervisors and lecturers in the Department of early childhood and Special Needs Education. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS) program. Data was analysed using descriptive statistics and presented using tables. The findings revealed that mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Worldwide, canes were the most used device for orientation and mobility for individuals with visual impairment. In KIB, the device was limited in supply and not readily available. Cane skills were the most popular orientation and mobility techniques among rehabilitees in KIB. The study concluded that rehabilitees were not adequately trained since a substantial period of time has elapsed yet they have not indicated favourable independent travel to their places of work. Orientation and mobility training at KIB led to the acquisition of necessary skills relevant to independent travel of individuals with visual impairment. The study recommended that there is a need for Kenya Government to facilitate the production of cheap locally made long canes suitable for our Kenyan roads.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Ensuring universal access to education is an effective and sustainable means of empowering people with visual impairment and blindness. Literature confirms that blindness of a person is not a barrier for learning, yet past research brings about a range of diverse obstacles for productive engagement in education due to universities being designed for the sighted persons. Given that the persons with impairment are looked after comparatively better in the western world than in the developing nations for realising their challenging academic goals. Purpose of this paper is to present the findings of a comprehensive study on the academic work of persons with visual impairment and blindness in the tertiary sector. This population included recent undergraduates and those who have completed a university degree. The two distinct outcomes presented are; (first phase) the critical factors influencing the academic performance of persons with visually impairment and blindness and, (second phase) an explanatory model that characterizes the construct ‘the academic performance’. Using a semi-structured questionnaire, purposely selected eleven key informant interviews were utilized for the first phase for the qualitative investigation. Thematic analysis was used as the main method of data analysis. The Second phase employed a sample survey. Fifty respondents who had studied in universities during the 5-year period from 2015-2020 were selected through snow-ball sampling. Exploratory factor analysis was used as the main data analysis technique. The key findings of phase one revealed that external support, physical environment, motivation to learn, instructional strategies, ICT and English literacy are major contributory factors to academic performance. The second phase of the quantitative analysis derived five composite factors. Of these, the factor labeled “Motivating influences” appears to be mostly contributing to the academic performance of persons with visual impairment and blindness. While education is a lifelong endeavor of a person, these findings can contribute to make a substantial change in the quality of life of this community in the long run.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0969/a.php" alt="Hit counter" /></p>

<p>Este artigo apresenta uma Revisão Sistemática de pesquisas que abordam o ensino de relações de equivalência para alunos com deficiência visual por meio da impressão 3D, seguindo o protocolo PRISMA. A busca foi realizada em fevereiro de 2024 nas bases de dados Oasis BR, SciELO, SCOPUS, ERIC e Google Acadêmico, utilizando as seguintes palavras-chaves em português e inglês: “Relação de Equivalência”, “Ensino de Matemática” e “Deficiência Visual”. Os critérios de inclusão adotados foram: artigos publicados em periódicos científicos; estudos na área de ensino da matemática; pesquisas que abordassem o conceito de relações de equivalência; e trabalhos envolvendo o ensino para pessoas com deficiência visual e impressão 3D. Como principal resultado, constatou-se a ausência de artigos que atendessem a todos os critérios estabelecidos, evidenciando uma lacuna na literatura sobre o tema. No entanto, identificaram-se estudos relacionados ao ensino de conceitos matemáticos para pessoas com deficiência visual, embora sem enfoque específico em relações de equivalência ou no uso da impressão 3D como recurso pedagógico. Conclui-se que são necessárias novas pesquisas para explorar estratégias de ensino baseadas em tecnologia assistiva (como a impressão 3D) voltadas à aprendizagem de relações de equivalência por estudantes com deficiência visual.</p><p>This article presents a Systematic Review of research that addresses teaching equivalence relations to visually impaired students through 3D printing, following the PRISMA protocol. The search was carried out in February 2024 in the Oasis BR, SciELO, SCOPUS, ERIC and Google Scholar databases, using the following keywords in Portuguese and English: “Equivalence Relation”, “Mathematics Teaching” and “Visual Impairment”. The inclusion criteria adopted were articles published in scientific journals, studies in mathematics teaching, research that addressed equivalence relations, and works involving teaching for people with visual impairment and 3D printing. As a main result, the absence of articles that met all the established criteria was found, evidencing a gap in the literature on the subject. However, studies related to teaching mathematical concepts to people with visual impairments were identified, although without a specific focus on equivalence relations or the use of 3D printing as a pedagogical resource. It is concluded that new research is needed to explore teaching strategies based on assistive technology (such as 3D printing) aimed at learning equivalence relations by students with visual impairments.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0106/a.php" alt="Hit counter" /></p>

Social skill is the foundation upon which other skills are built. Without a social presence, visually impaired students may encounter isolation, difficulty with inter personal relationships, difficulty with employment and independent living as adults. Over the past years in which children with visual impairment have been included in public schools and most especially private special schools with increasing numbers, the practicalities and legalities of ensuring access to the curriculum have often taken precedence to, and sometimes obscured the issue of social inclusion. The UK, Scottish Government and Nigeria through adoption recognises that ensuring all children develop good levels of social competency in their school years has the potential to be a very powerful strategy for promoting lifelong social inclusion. Providing equal access to education in an inclusive setting to all individuals with disabilities is the key element of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992 making it the role of the school in promoting, developing and supporting the social skills of all pupils as documented in the legislation and guidelines. So, bringing the social world at a very early age to a child who is blind is an essential skill or task in the developmental process of a child with visual impairment. This paper therefore is an attempt at discussing social inclusion as a task in the developmental process of persons with visual impairment and its implication to special needs counselling. To this end, this work uses two facets of social inclusion which is education through interacting with society and education through fulfilling social roles. Special Needs Counselling guidelines and management of children with visual impairment for social, academic, physical and spiritual adjustment are also highlighted.
 
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Tactile graphics use raised lines, textures, and elevations to provide individuals with visual impairments access to graphical materials through touch. Tactile graphics are particularly important for students in science, technology, engineering, and mathematics (STEM) fields, where educational content is often conveyed using diagrams and charts. However, providing a student who has a visual impairment with a tactile graphic does not automatically provide the student access to the graphic's educational content. Instead, the student may struggle to decipher subtle differences between textures or line styles, and must deal with cramped and confusing placement of lines and braille. These format-related issues prevent students with visual impairments from accessing educational content in graphics independently, because they necessitate the students ask for sighted clarification. We propose a machine-vision based "tactile graphics helper" (TGH), which tracks a student's fingers as he/she explores a tactile graphic, and allows the student to gain clarifying audio information about the tactile graphic without sighted assistance. Using an embedded mixed-methods case study with three STEM university students with visual impairments, we confirmed that format-related issues prevent these students from accessing some graphical content independently, and established that TGH provides a promising approach for overcoming tactile-graphic format issues.

The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

Students with visual impairments have the same span of cognitive abilities as their peers, but science instruction typically relies very heavily on vision. The preponderance of visually oriented and visually complex science concepts poses significant challenges to learning among students with visual impairment. This study is engaging, hands-on ideas that can be done to teach thermal insulation concept for students with visual impairment in the classroom. 8 students including 2 blind students participated in the study.