Blind Students Research Articles

METODE GURU PENDIDIKAN AGAMA KRISTEN DALAM MEMBANTU SISWA TUNANETRA (GANGGUAN PADA PENGLIHATAN) DALAM BELAJAR

The purpose of this study is to find out and provide appropriate teaching methods for Christian Religious Education (PAK) teachers to help visually impaired students in learning. Because there are still Christian religious education teachers in teaching the visually impaired only use conventional methods (lectures) which are monotonous and less interesting. As a result, students often feel bored and have difficulty understanding the learning material. For this reason, this research uses a qualitative method with a literature research approach. Data was collected by reviewing various literature, articles, books, and related sources of information. The results show that Christian Religious Education teachers can use several teaching methods that are suitable for the characteristics of visually impaired students, such as the lecture method, question and answer method, discussion method, and drill method. In addition, Christian Religious Education teachers must give special attention, guide, and motivate blind students to help them learn. The conclusion of this research is that Christian Religious Education teachers must be able to apply a variety of appropriate and interesting teaching methods in an innovative, creative, and versatile manner to optimize the learning experience of blind students, making learning more effective and enjoyable. Appropriate teaching methods and supportive approaches significantly improve students' engagement and understanding of the teaching materials.

Teaching labs for blind students: Equipment to measure the inertia of simple objects

This article describes a laboratory experiment for blind students to measure the moment of inertia of simple objects; in this case, that of a disc about its axis of symmetry. We adapted our usual lab to modify the data collection process, using an open-source electronic platform to convert visual signals into acoustic signals. This allowed blind students at our University to participate alongside their classmates in the mechanics lab.

Accessibility Barriers for Blind Students in Teaching-learning Systems

The use of digital technology by educators has received increasingly higher focus in the recent years. In spite of this, students with disabilities still face many accessibility obstacles while using digital technologies. In this context, this paper has the main goal of identifying the accessibility barriers faced by the community of blind students and highlighting the main factors that hinder this community from accessing learning objects. For this purpose, initially, a Systematic Literature Review (SLR) was conducted, with which it was possible to collect the main accessibility problems identified by the scientific community. In order to complement and detail the information obtained in the SLR, a questionnaire was submitted to blind students, in which it was possible to discover new difficulties from a practical point of view. Finally, the accessibility barriers found in the SLR and in the questionnaire responses were analyzed and the results obtained were related to the Web Content Accessibility Guidelines (WCAG), the main document that explains how to make web content accessible for people with disabilities. This work seeks to explain the main factors that hinder or prevent access to learning objects in teaching-learning systems, promote a discussion on alternatives for improving these resources, identify gaps and guide more detailed studies on the subject.

Low Vision Among Students Attending Schools for Blind Students in Two States of North-Central Nigeria

Introduction: Surveys conducted in schools for blind students have become useful alternatives to population-based surveys in generating data on childhood blindness and low vision. This survey determined the prevalence of low vision, causes of visual impairment, and the proportion of students requiring low vision devices and provided the low vision devices required. Methods: The study was conducted in three schools for blind students in two states of north-central Nigeria. The standard examination protocol of the World Health Organization’s Prevention of Blindness and Low Vision for Children (WHO, 2005) was used to interview and assess participants. The causes of visual impairment were categorized using the definitions in the coding instruments (WHO, 1988). Results: The study examined 170 eyes of 85 students between 7 and 49 years of age with a male-to-female ratio of 1.4:1. Of the 83 (97.6%) students with visual impairments, 59 (69.4%) of them had low vision. The major anatomical sites of vision loss by eyes were the whole globe ( n = 84, 55.3%), followed by the lens ( n = 23, 15.1%) and the retina ( n = 21, 13.8%). Overall, the leading causes of visual impairment in eyes were glaucoma ( n = 52, 34.2%), retinitis pigmentosa ( n = 21, 13.8%), phthisis bulbi ( n = 16, 10.5%), cataract ( n = 14, 9.2%), and keratoconus ( n = 10, 6.6%). A total of 37 (43.5%) students were prescribed optical low vision devices, and 28 (32.9%) received nonoptical low vision devices. Discussion: A large number of the students in this study had low vision. They were prescribed and provided the low vision devices required. The causes of visual impairment were a mix of the patterns seen in both developing and developed countries. The finding of glaucoma as a more important cause of vision loss calls for improved efforts in screening, early detection, and treatment of glaucoma among children. Implications for Practitioners: Routine comprehensive visual assessment, refraction, and low vision assessment before enrollment will guard against improper school placements and enhance optimization of vision for those with low vision.

Effectiveness of Using BRAILLPOPAL Media and MOSIPEDALY Media in Improving Toothbrushing Skill in The Visually Impaired

Health has a major impact on the quality of life of children, one of which is with children with disabilities such as blind children, which is a term for individuals who experience impairment in their vision, whether it is total blind (total blindness) or low vision (there is still some vision left). The visually impaired are slower to detect early symptoms of poor oral health. The use of BRAILLPOPAL (Braille Pop Up Dental) and MOSIPEDALY (Modified Panthom Dental Study) media is an effort to improve tooth brushing skills in the blind. Poor oral hygiene in blind students of SLB N 1 Bantul. To know the effectiveness of BRAILLPOPAL and MOSIPEDALY media in improving tooth brushing skills in the blind at SLB N 1 Bantul. Type of research Quasi Experiment with Pre-test and Post-test Design research design using total sampling with research subjects as many as 30 students. The study showed that there was a significant increase in tooth brushing skills in the blind after being given counseling with BRAILLPOPAL media and MOSIPEDALY media. The use of BRAILLPOPAL media is more effective than MOSIPEDALY media in improving tooth brushing skills in the blind at SLB N 1 Bantul with an average increase of 18.80. Conclusion: Education using BRAILLPOPAL media and MOSIPEDALY media shows that there is an effectiveness in improving tooth brushing skills in blind students of SLB N 1 Bantu.

Analysis of teacher performance and educational attention to blind students

Analysis of teacher performance and educational attention to blind students

The Effectiveness of B-FRESH (Blind-Friendly Efficient Smart Hygiene) Media in Improving Oral Hygiene Among Blind Students at SMPLB and SMALB A YPAB Surabaya

Blind children are children with special needs who have abnormalities in the sense of vision that require services, both in terms of education and health specifically. WHO defines as visual acuity in healthy eyes less than 10/200 or visual field less than 10 degrees of fixation. There was a high percentage of oral hygiene in the poor category in blind students aged 12-18 years at SMPLB and SMALB A YPAB Surabaya. The purpose of this study was to determine the effectiveness of using B-FRESH (Blind-Friendly Efficient Smart Hygiene) media on oral hygiene in blind students. This research is an applied research experiment involving 28 samples. The data collection instrument used was a plaque index assessment sheet and a tooth brushing checklist sheet. The data analysis technique used is the Mann-Whitney test. Based on the Mann-Whitney test, the results obtained P (0.001) <0.05. This value indicates H0 is rejected, so there is an effectiveness of using B-FRESH (Blind-Friendly Efficient Smart Hygiene) media on oral hygiene in blind students. The conclusion of the study is that there is an improvement in oral hygiene after being given B-FRESH (Blind-Friendly Efficient Smart Hygiene) media to blind students, namely from poor to moderate. This study has implications for the importance of tooth brushing practices in maintaining oral hygiene in blind students to improve the oral

Learning mathematics outcomes using Android for blind students based on Newman's theory

Learning mathematics outcomes using Android for blind students based on Newman's theory

Analysis of Difficulties of Blind Students (Low Vision) in Developing Critical Thinking Skills Through Problem Solving

This study aims to describe the difficulties of blind students (low vision) in developing critical thinking skills through problem solving. This type of research is qualitative descriptive research. The subject of the study was one blind student with low vision. The place of research was in the PGSD study program, FKIP, PGRI Ronggolawe University Tuban. The research instrument was an observation sheet and interview to find out the initial problems about critical thinking skills, a test sheet instrument in the form of an essay of 6 questions which will later be used as a reference in describing the difficulties of low vision students in developing critical thinking skills. The assessment indicators refer to Facione. Explanation, inference and interpretation indicators are in the good category, analysis indicators get a low category, self-regulation and evaluation indicators are in the sufficient/moderate category. Based on the results of the analysis of the difficulties faced by students in developing critical thinking skills are 1) students have difficulty in determining alternatives to the problems given, 2) students have difficulty in choosing and solving problems related to inclusive education given by lecturers, 3) students are not used to solving problems related to critical thinking, this is because the form of exam questions applied to students is still memorization and memory, 4) students are less creative in choosing or finding the right strategy according to the problems given.

Connectivism as a deterrent pedagogical approach for blind students at Historically Disadvantaged Institutions

The educational domain, like other spheres of human endeavour, was impelled to improvise and undergo unforeseen transitions because of covid19. These transitions, among other things, affected teaching and learning processes that had to shift from physical to online mode. Dissimilar to traditional learning approaches such as cognitivism and constructivism which emphasise the cruciality of learning context, connectivism is underpinned by the notion that learning is disseminated through networks using diverse virtual learning platforms. In the case of blind students, these learning platforms require up-to-date technologies for accessibility purposes. The availability of updated technologies is an outstanding matter in most Historically Disadvantaged Institutions (HDI) of higher learning. This disadvantages the affected students in terms of academic progression. Thus, this study aims to divulge the challenges faced by blind students at HDI of higher learning through the Connectivism paradigm. A qualitative descriptive design will undergird the study. Five blind students from HDI will be purposively sampled and interviewed. The findings will be presented and analysed through Qualitative Content Analysis (QCA), and viable recommendations will be made.

Development of FIVAROM-NET: Inclusive Learning Media for Fire Evacuation of Blind Students at SLBN Semarang

Development of FIVAROM-NET: Inclusive Learning Media for Fire Evacuation of Blind Students at SLBN Semarang

Education as spectacle: Helen Keller and the impossible performance of blindness at the Perkins Institution

ABSTRACT This article takes as its point of departure an incident in which Helen Keller was accused of plagiarising a short story while residing at the Perkins Institution for the Blind: the so-called “Frost King” incident. Keller’s guilt or innocence is not the subject of my inquiry. Rather, how did the culture of Perkins – as fostered by its first two directors, Samuel Gridley Howe and Michael Anagnos – help create the conditions for the incident to transpire? I consider this question in light of the visibility of Perkins as an institution in 1892. From its inception, Perkins courted the public, both to raise funds and to garner sympathy more generally for blind students. This meant that the directors were acutely sensitive to the power of public opinion to affect the health of the institution. Caught between Perkins’s administrators and the public were the students themselves. More broadly, this article seeks to historicise the Perkins Institution, as a product of nineteenth-century American progress, specifically the project of universal, secular education, tinged with Protestant perfectibility. At the same time, it both imbibed and trafficked in Romantic tropes of blind exceptionalism: that at least some blind individuals were possessed of prophetic, inner vision.

How Blind Individuals Recall Mathematical Expressions in Auditory, Tactile, and Auditory–Tactile Modalities

In contrast to sighted students who acquire mathematical expressions (MEs) from their visual sources, blind students must keep MEs in their memory using the Tactile or Auditory Modality. In this work, we rigorously investigate the ability to temporarily retain MEs by blind individuals when they use different input modalities: Auditory, Tactile, and Auditory–Tactile. In the experiments with 16 blind participants, we meticulously measured the users’ capacity for memory retention utilizing ME recall. Based on a robust methodology, our results indicate that the distribution of the recall errors regarding their types (Deletions, Substitutions, Insertions) and math element categories (Structural, Numerical, Identifiers, Operators) are the same across the tested modalities. Deletions are the favored recall error, while operator elements are the hardest to forget. Our findings show a threshold to the cognitive overload of the short-term memory in terms of type and number of elements in an ME, where the recall rapidly decreases. The increase in the number of errors is affected by the increase in complexity; however, it is significantly higher in the Auditory modality than in the other two. Therefore, segmenting a math expression into smaller parts will benefit the ability of the blind reader to retain it in memory while studying.

Development of a Pictorial representation measurement tool specifically for blind students in junior high school

Development of a Pictorial representation measurement tool specifically for blind students in junior high school

Implementation of Grapyak Semanak Culture-Based Character Strengthening in the Prevention of Psychic Violence among Blind Students (Thomas Lickona's Character Education Perspective)

Psychological violence between students is a problem in the world of education and can occur between blind students in special schools. This study aims to explore the strategies, inhibiting factors, and implications of character strengthening based on grapyak semanak culture in preventing psychological violence between blind students at SLB A YKAB Surakarta. The informants involved in this study include three teachers of blind students and seven blind students of grade VI SDLB. Data collection was conducted through participant observation, semi-structured interviews, and documentation. The collected data were analyzed using an interactive model with the stages of data reduction, data presentation, and conclusion drawing. The results showed: 1) character strengthening based on grapyak semanak culture in the prevention of psychological violence among blind students at SLB A YKAB Surakarta is implemented by teachers through storytelling strategies and guidance and counseling; 2) inhibiting factors for strengthening grapyak semanak culture-based character in the prevention of psychological violence among blind students at SLB A YKAB Surakarta include the difficulty of blind students in regulating negative emotions and less than optimal synergy between parents and teachers of blind students; 3) Teachers' strategies in strengthening character based on grapyak semanak culture can have constructive-progressive implications for the majority of aspects in the grapyak semanak character component of visually impaired students, but not for aspects of moral awareness, self-control, and habits.

Analysis of the Cultivation of Pangerten and Gotong Royong Character Values Through Social Learning for Blind Students at SLB A YKAB Surakarta

The unfocused cultivation of character values in the learning process is a problem in the field of education that can result in a lack of affective and pyschomotor aspects for students. Moreover, the lack of opportunities for the cultivation of character values is currently also affected to students with special needs, one of which is blind in SLB A YKAB Surakarta. Character problems are shown in the limited social skills of blind students who seem to still be independent (individualist) when interacting with others in SLB. Therefore, a good solution step is needed to help blind students fix the problem and grow their social skills through the process of instilling the character values of gotong royong and pangerten. This study aims to examine the extent to which blind students apply the cultivation of the character values of gotong royong and pangerten utilizing the stages of Bandura's social learning theory in the learning activities of SLB A YKAB Surakarta. The method used is qualitative with phenomenological approach. The research data sources were obtained from 6 informants, namely 2 teachers, 2 blind students, and 2 parents of students as research subjects. The results showed that blind students have implemented the process of instilling character values according to the stages of social learning. This is evidenced by the results of the actualization of students who have been able to bring up the attitude of togetherness as a reflection of the orientation of gotong royong and pangerten.

Diagnostic tools for studying the readiness of blind students for rhythmic exercises (in primary school)

Diagnostic tools for studying the readiness of blind students for rhythmic exercises (in primary school)

The Impact of Teaching Aids in Learning of Women's Reproductive Organs For Blind Teenage Students At SLBN A Kota Bandung

This research explores the impact of puppet media as teaching aids in teaching the anatomy of female reproductive organs to blind children in class 9 at SMPLB N Pajajaran, Bandung. In the context of sexual education for children with special needs, understanding reproductive anatomy is crucial for self-protection against sexual abuse and sexually transmitted diseases. Using a qualitative approach, this study examines strategies, techniques, and methods in inclusive education to help blind children understand female reproductive anatomy. It considers their developmental needs and abilities in selecting suitable learning media. The research aims to benefit students, teachers, and schools by enhancing knowledge and skills related to reproductive health and offering new methods for teaching sexual education. Theoretically, it seeks to advance the development of effective learning tools for blind children. This research is urgent because it promotes awareness and protection of reproductive health among blind students, ensuring inclusive and equitable sexual education. It supports national education goals by addressing the special needs of each child, contributing to a smarter and more inclusive society.

AR-NAVIS: Mobility Application for Blind and Deaf Students Based on Augmented Reality

Students with disabilities, especially those with visual and hearing impairments, face challenges in navigating through the campus environment. Hence, the development of AR-NAVIS as an Augmented Reality (AR)-based mobility orientation application stands as a significant innovation in providing services for them. This application aims to assist disabled students in moving within the campus environment, both indoors and outdoors. AR-NAVIS identifies the safest and most efficient routes, enabling disabled students to engage in independent activities and enhancing both their academic and non-academic performance. The application development process involves analyzing students' needs, prototype design, model validation, trials, and dissemination. Its features include AR-based 3D guidance, directional text, voice, vibration mode, and hazard information. The app is expected to provide accurate information about buildings or locations that are the destination for disabilities students. The result show that application development can guide disabilities user move between buildings smoothly. The experiment found that there was an increase in student activity after having this application.

The Effect of Self-Protecting Techniques On Walking Skills In Student With Visual Impairment Houses’s

Self-protection technique is one of the important skills that must be possessed by students with visual impairment, where this technique is one part of the mobility orientation. Mobility orientation skills must be possessed by every students with visual impairment so that they can work independently. However, in reality there are not a few students who have not mastered mobility orientation skills even though in their immediate environment, namely the home environment, such as the case found in SLB Aisyiyah Kawalu, namely on the subject of SLN. This study was conducted to determine how much influence self-protection techniques have on walking skills in the home environment on blind students, namely SLN. This study uses a quantitative approach and experimental methods, with the independent variable being self-protection techniques and the dependent variable being traveling independence. Data collection in this study used one cycle, namely (Baseline 1 – Intervention 1 – Baseline 2) which was analyzed using descriptive statistics. The results of this study show that the percentage from baseline 1 is 35%, intervention is 55%, and in baseline condition 2 it is 65%. So, it can be concluded from the results of this study that there is a change in SLN in walking skills in the home environment, using self-protection techniques SLN begins to walk in the home environment independently.