Blind Students Research Articles

Blind students study cognition via sound using audio battleship

Blind students study cognition via sound using audio battleship

Inclusive Education: Implementation of a Mobile Application for Blind Students

Inclusive Education: Implementation of a Mobile Application for Blind Students

ЗНАЧЕНИЕ КОМПЕНСАТОРНЫХ ВОЗМОЖНОСТЕЙ СЛАБОВИДЯЩИХ ДЛЯ ТВОРЧЕСКОЙ ДЕЯТЕЛЬНОСТИ МУЗЫКАНТА

The article focuses on questions related to the general characteristics of music making for the visually impaired in the field of culture and skills. The system of skin-motor sensations gives diverse information to the person, it becomes the most important organ of interaction of a blind musician with the surrounding world. Sensations are characterized as the simplest mental process, as a reflection of individual qualities or properties of objects and phenomena directly affecting the sensitive organs at a given moment. In this case the sensation depends on the acting analyzer, which has a three-part structure: receptors, nerve ways, the corresponding sections of the brain. Great significance is attached to the principles of the internal and external motivation, which among blind students consists in an interest to improve professional skill and increase the general culture of the musician. The use of different methods in the formation of musical interest is considered, as well as the methods that actively influence the musical creativity of the blind. The article also examines the components of a person's creativity in the context of musical skill — musical experience, along with artistic imagery as a subjective phenomenon. The author reveals the range of creative activities of a visually impaired musician, defines such forms of musical activity as perception while listening to music, performance and creativity, as well as musical and educational activities. Creative activity is distinguished by its interpretative nature. Special role in the learning process is assigned to community relations — communication, patience, tolerance.

Exploring Needs and Requirements of Differently Abled Students at Equal Opportunity Cell, University of Delhi

A differently-abled student needs special attention due to his or her different learning abilities, medical condition or any physical disability. It is essential that all Institutions must put efforts to provide various facilities best suited to these students and bring about their intellectual, academic and cultural development along with all other students. The purpose of this study is to look into the various resources, facilities and services which have been provided by Equal Opportunity Cell (EOC), a special Center for specially abled students established at University of Delhi, Delhi (India) for satisfying the requirements of its users to achieve higher education. An interactive and feedback approach, by way of questionnaire and verbal interviews to reach to the opinion of the specially abled students at EOC, has been practised by the author for the study. The findings show that EOC provides some important facilities to its users such as short term courses along with sports events specially designed and organized for them, computer laboratories as per their requirements, scanning and accessible reading equipments to visually impaired students and provisions of volunteers for providing support to disable students followed with transport facilities for them. It is also observed that the staff of the EOC was very helping towards the students. Overall, students have accepted that EOC has been fulfilling its motto for creating a barrier free environment for them for their learning needs. The study recommends to quantitative increase in the numbers of assistive devices, installation of advanced Information and Communication Technology (ICT) tools and softwares for better and more efficient support to the specially-abled students. Keywords: Equal Opportunity Cell (EOC), differently-abled students, specially abled students, Person with Disability (PwD), Physically handicapped students, University of Delhi and blind students.

Experiences of Visually Impaired and Blind Students in UK Higher Education: An Exploration of Access and Participation

Drawing on a small scale doctoral research project that engaged a critical disability studies (CDS) lens and is rooted in a Grounded Theory methodological approach, this paper explores the experiences of visually impaired and blind students regarding their access and negotiation of inclusion within UK higher education (HE). The emergent research findings, which here focus on the process and practical application of Disabled Student’s Allowance, accommodation within student living and, more broadly, social interactions within HE, reveal a liminal and bounded participation contrary to the ongoing processes and practices, within HE, which purport equity and inclusion. By foregrounding the voices of these visually impaired students, whilst expanding upon existing understanding of the experiences of disabled students, the important discussions of day-to-day social interactions and identity as a visually impaired person and student reveal an important juxtaposition between the rhetoric of inclusion and individual experience.

O ensino de matemática para cegos no município do Rio Grande

Este trabalho apresenta uma análise acerca da experiência escolar de cegos da cidade do Rio Grande que alcançaram o nível universitário em relação à aprendizagem de Matemática, com o objetivo de compreender como ocorreu o ensino de Matemática, a fim de orientar os processos de formação de professores e, com isto, contribuir para o ensino de Matemática para pessoas cegas. Foram realizadas entrevistas narrativas com estes alunos, no intuito de escutar suas histórias sobre os processos de ensino e aprendizagem de Matemática. A fim de analisar os elementos emergentes destas falas, utilizei a Análise Textual Discursiva. O reconhecimento do outro, a perspectiva dos cegos sobre o sistema educacional e as dificuldades enfrentadas neste percurso escolar foram destados nas falas dos entrevistados. O diálogo surge como categoria emergente das entrevistas, enquanto a experiência estética é apontada como potencial para a abertura à alteridade, em um viés ético da filosofia da educação. Palavras-chave: Ensino de Matemática para Cegos; Formação de Professores de Matemática; Educação Matemática Inclusiva; Materiais Didáticos.

Ensino inclusivo em um curso de Educação Física

O objetivo dessa pesquisa foi analisar as estratégias de acessibilidade pedagógica para atender as necessidades educacionais de estudante cego, matriculado na disciplina de anatomia humana de um curso de Educação Física em uma universidade pública, por meio da pesquisa-ação. O estudo foi realizado no primeiro semestre de 2018. Verificou-se a necessidade e construção de peças anatômicas com materiais de baixo custo em diferentes texturas, e utilização de peças anatômicas sintéticas. Os resultados indicam que as adaptações pedagógicas e instrumentais utilizadas foram essenciais ao processo de ensino-aprendizagem do aluno cego, aliado a sua utilização em conjunto com toda turma. O estudante se apropriou do conteúdo da disciplina identificado por meio das avaliações realizadas.

ACESSIBILIDADE E AUDIODESCRIÇÃO: UM OLHAR PARA A APRENDIZAGEM DOS ESTUDANTES COM DEFICIÊNCIA VISUAL

O texto em tela tem como objetivo apresentar a audiodescrição de imagens estáticas de um livro didático como ferramenta de adequação pedagógica contributiva para o acesso às imagens por estudantes com deficiência visual. Enquanto escolha metodológica, trata-se de um ensaio teórico, pois traz, de forma dialógica, uma proposta de reflexão acerca do objeto de conhecimento elencado. Assim, a audiodescrição, como recurso de tecnologia assistiva pode ser um aporte para que professores, no ambiente escolar, garantam que estudantes cegos e com baixa visão tenham autonomia e empoderamento em atividades, exercícios e afins. Esse recurso de acessibilidade comunicacional pode ser compreendido como a descrição de toda e qualquer informação pertinente e essencial para que as pessoas com deficiência visual, ao mesmo tempo que as pessoas videntes, tenham acesso ao evento visual. Conclui-se que presença da audiodescrição nas imagens estáticas como ferramenta de adequação pode garantir a acessibilidade visual dos estudantes com deficiência visual, posto que promove equiparação de oportunidades para a erradicação do silêncio entre o texto e a imagem, tão comum nas escolas ao se tratar do estudante cego e com baixa visão.

Low Cost Electronic Brailler

The majority of blind or visually impaired students in the third world countries are still using the mechanical brailler for their education. With technology advancements and electronic communication, relying on paper-based brailler would not be efficient nor productive. The "LCE Brailler" is a low-cost electronic brailler whose main features are to vocalize, braille, save and convert Braille characters typed by a blind student to alphabetical ones, which are then displayed on a computer’s monitor. In order to promote an interactive educational experience among students, teachers and parents, the proposed brailler has an affordable low price with advanced capabilities. The device’s design is simplistic and its keyboard is familiar to the blind user. It is based on the raspberry pi technology. The LCE device was tested by visually impaired students and proved to provide accurate mechanical functionality, accuracy, braille-to-text and text-to-audio blind assistant with a userfriendly graphical user interface.

The effect of the informative program in the narrative style on the development of the meaning of life among blind students at Al-Noor Institute / Baghdad Governorate

The current research aims to identify (the impact of the informative program in the narrative style on developing the meaning of life among blind students at Al-Noor Institute) by verifying the following hypotheses: 1- There are no statistically significant differences at the level of (0.05) between the grades of the experimental group before and after the implementation of the extension program. 2- There are no statistically significant differences at the level of (0.05) between the scores of the control group in the pre and post tests on the meaning of life scale. 3- There are no statistically significant differences at the level of (0.05) between the scores of the experimental group and the control group in the post-test.     The current research was determined by the students of Al-Noor Institute for the Blind for the academic year (2019/2020 AD), and the two researchers used the semi-experimental approach with a design (an experimental group and a control group with a pre-post test) The research sample consisted of (20) students from the Al-Noor Institute distributed randomly among Two groups, (an experimental group) and (a control group), and by (10) students in each group, parity was made for the two groups in some variables and a measure of the meaning of life was constructed consisting of (22) paragraphs, distributed into (4) areas, which are (estimation Self, social relations, achievement motivation, responsibility) and the two researchers presented it to a group of arbitrators in education and psychology, and in light of the results of the arbitration, we assured the validity of the scale for application and thus achieve apparent validity, as for consistency, it was found in two ways, namely, retesting as it reached (0.81), And Vackronbach has reached (0.82).    The two researchers implemented a heuristic program in (narrative) and the validity of (the indicative program) was verified through apparent honesty, by presenting it to a group of experts in guidance and direction. The program consisted of (11) counseling sessions with (two sessions) per week at a time. One session (45) minutes. The researchers used the following statistical methods: (Pearson correlation coefficient, Fakronbach equation, Spearman's equation, T-test for two independent samples, Chi-square, Wilcoxen test, Mann-Whitney test, weighted mean, percent weight). The results of the current research showed the following: 1- There are statistically significant differences at the level of (0.05) between the grades of the experimental group before and after the application of the pilot program in favor of the post-test. 2- There are no statistically significant differences at the level of (0.05) between the scores of the control group in the pre and post tests on the meaning of life scale. 3- There are statistically significant differences at the level of (0.05) between the scores of the experimental group and the control group in the post-test in favor of the experimental group. The results showed that the counseling program had an impact on developing the meaning of life among the experimental group students at Al-Noor Institute in Baghdad. In light of the research results, the two researchers presented a number of recommendations and suggestions. &nbsp

Self-disclosure and its relationship to some psychological variables among graduate students

One of the highest levels of university learning is for postgraduate students studying for the master's and doctorate levels. However, what they are going through from circumstances such as academic, economic and social conditions, as well as the method or outlets for admission that made a number of students characterized by behaviors that were influenced by a number of psychological conditions that accompany them during and before the study. This may make them differ in the disclosure of themselves in proportion to the level of education in which they are, and summarizes the current research problem with the following question: What are the psychological variables that affect the nature of the behavior of graduate students from master's and doctoral degrees? As well as the form of self-disclosure? What is the relationship between them? The two researchers used the descriptive method. The current research community included graduate and postgraduate students in the College of Education for Humanities from Karbala University and for the academic year (2019-2020) prepared a scale of self-disclosure. After verifying the standard characteristics of the indicators of honesty and consistency and the statistical analysis of the scale, the scale of self-disclosure in its final form has consisted of (24) paragraphs distributed over four components: the region (blind, hidden, unknown, and clear), according to a tripartite response to the response is: [applies Always, it applies to me sometimes, never applies to me]. It is given when grades are corrected and when grades are corrected from (1) the lowest degree, and (3) the highest degree. The highest value (72) and the lowest value (24) with a hypothetical mean for each of them (48). Since the current research aims to reveal self-disclosure and its relationship to some psychological variables, so it requires the researchers to prepare an objective form that is honest and consistent, specifying the most common (psychological) variables. The research on the results showed that postgraduate students who have master’s and doctoral degrees have self-disclosure, and there are differences in self-disclosure between the master’s and doctorate studies and in favor of doctoral students. In terms of the type of self-disclosure, it was found: Master's degree students tend to disclose the type of blind and hidden PhD students tend to disclose anonymously Both degrees (master's and doctorate) participate in self-disclosure of a clear type There is also a difference in the psychological variables for postgraduate students studying for master's and doctorate degrees. And that students of MA and PhD degrees are more affected by psychological changes than students. In terms of the effect of psychological variables, it was found: Master's degree students are affected by cognitive variables (remembering and paying attention), sentimental (anger and jealousy), and external psychological control PhD students are affected by cognitive variables (comprehension), emotional (excitement), and internal psychological control. There is a positive relationship between self-disclosure and psychological variables

The effect of linguistic propositions on the collection of Arabic language norms and the development of critical thinking among middle-grade students.

The reality of teaching the Arabic language rules is not satisfactory, as the pedagogical methods used do not help students develop their mental skills, especially critical thinking skills. They are often traditional in terms of teaching students, who are passive, passive, often passive, active, and often active, their listening task, and the teacher's task of narrating facts and judgments. It is a blind simulation student, a dependency on others, and a weak spirit of creativity, innovation, and opinion. The opinions of educators and teachers almost agree on the reasons for students' weakness in learning the rules of Arabic, and that the reason lies in the way of teaching. The difficulty or the ease of the rules of Arabic does not lie in the same rules, but in the teaching method The study was aimed at learning the impact of language pros on Arabic language proficiency and development of critical thinking among middle-grade students. In order to achieve the two search goals, the two sub-researchers have developed the following two hypothmia: —there is no statistically significant difference at an indication level (0.05) between the average scores of experimental group students who study using language. Among the average scores of control group students who study the traditional method of the dimensional test. —there is no statistically significant difference at an indication level (0.05) between the average grade of the group's experimental students in the pre- and dimensional quiz in the critical thinking scale. The search sample (63) students reached. The final sum of the sample to which the test will be applied (30) became students for each of the two research groups, and rewarded the researcher between the two groups in a set of variables. The researcher has relied on two tools (the test of inquiry) and (the critical thinking test) and has extracted their cycometric properties. The researcher used statistical methods (T/K Box/Pearson Link) . The search resulted in the following results: – a statistically significant difference for the experimental group in the dimensional test. – there is a statistically significant difference in favor of a dimensional application of critical thinking testing. In the light of the findings of the researcher, it is possible to conclude the following: 1. The use of language (language) contributes to the raising of the level of first grade students in Arabic grammar, as the results of the research show that the experimental group is superior to the control group. Within the results of this research, which has shown a positive impact on the group's trial, the following recommendations can be made: 1. The adoption of an effective method of teaching Arabic grammar to middle grade students. Following this research, the researcher suggests the following: 1. Conduct a similar study of current study in variables other than achievement such as: (Development of trends and trends, development of innovative thinking, critical thinking, and trend toward science).

Periodontal Health Status and Treatment Needs of Visually Impaired Student Attending “Extraordinary School in Jember Regency

Visually impaired people usually have limitation to do their activities in maintaining oral health including the periodontal tissue. This condition leads to inadequate efforts to maintain oral health that can cause various diseases, one of which is periodontal disease. Periodontal disease will gradually develop become severe, and therefore it is necessary to take proper care in handling it. The aim of this study was to determine the periodontal health status and the level of periodontal disease care needs of blind students in SLB Jember Regency. This research was a descriptive observational study with a cross sectional approach. The research sample of 20 people were obtained using the total sampling method. The health status of the periodontal tissue and the need for treatment are examined using CPITN. Subsequent research data are grouped and distributed based on gender and age. The result showed that the most common periodontal tissue health status was score two with clinical features of subgingival calculus or supragingival calculus with a total of 50%, while the most needed treatment needs were improvement in oral hygiene accompanied by 85% professional scaling.
 
 Keywords: periodontal health status; periodontal treatment needs; CPITN; visually impaired

The Influence of Reciprocal Teaching Towards the Critical Thinking Skill Improvement of Blind Students

This study aims to determine the influence of reciprocal teaching application in improving the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020. This study is classified as pre-experimental research with the form of one group pretest-posttest design. The Subjects in this study were seven students from 5th-9th grades in SLB-A YKAB Surakarta. The seven students became the research subjects after being selected using purposive sampling technique. Some subject criteria set in this study include: visually impaired student who have reached formal operational stage according to Piaget’s theory, were able to read, write, listen, and speak fluently, and have problems in developing critical thinking skills. Data collection in this study was done through observation and oral test. The instrument used in this study was validated by measurement expert, psychologist, and linguist and was tested to visually impaired students in SMP MIS Surakarta. The results of expert validation and instrument trials indicate that this instrument was valid with a validity coefficient of 0.92-1 and reliable with a reliability coefficient of 0.975. Then the instrument was used to measure the critical thinking skill of research subject before and after being given treatment through the application of reciprocal teaching. The pretest and posttest data were analyzed using non-parametric statistic with Wilcoxon Sign Rank Test type at the significance level of 0.05. According to the data analysis using SPSS 25, the Asymp. Sig (2-tailed) value was obtained of 0.017. That value was smaller than 0.05, so that H0 was rejected and Ha was accepted. Thus, the application of reciprocal teaching has a significant effect towards the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020.

Subjective Well Being Pada Mahasiswi Tunanetra

Abstact Blind students with disabilities not only experience obstacles in the visual process but also have problems in the lecture process and social life including problems of accessibility, social relations, communication, difficulties in the lecture process and the views of the surrounding community. This affects the psychological condition of individuals, especially female students, this happens because women have genetic susceptibility, significant hormonal changes, a tendency to overthink things, and socio-cultural pressure. Alignment between the study process and self-acceptance with limited vision is the main goal that is continuously maintained and achieved by blind students, coupled with various pressures and problems in completing education, will be a challenge and pressure for students with visual impairments that can affect the subjective well-being of individuals ( Subjective Well Being). The purpose of this article is to determine the Subjective Well Being in blind female students and the factors that influence Subjective Well Being in blind female students. The method used is descriptive qualitative case study method. Participants in this study were three blind female students with data collection techniques through in-depth interviews and observations. The results showed that students with visual impairment have a Subjective Well Being in terms of dimensions of self-acceptance, life goals, self-growth, autonomy, environmental control, and positive relationships with others.Keywords: Subjective Well Being, Disabilities, Blind students

Cell biology for visually impaired people: a study on inclusion methodologies

Introduction: Inclusive Education is a consequence of changes in social attitudes that have been established throughout history. Objective: This study analyzed the conceptions and practices of teachers who taught blind students and the benefits of using a didactic model (3D cell) adapted for these students. Methodology: 10 teachers were selected from the departments of Biology, Chemistry and Morphology at Universidade Federal de Sergipe. As for the 3D cell analysis, three visually impaired students from Biology, Physical Education and Physiotherapy courses were invited. Results: The research demonstrated the main weaknesses in the teacher training process and the little support they receive, thus leading to difficulties in the learning process and the relevance that didactic models can have in this context. Conclusion: Considering that theoretical and methodological foundations of Inclusive Education are based on a conception of quality education for the whole society, a more qualified teachers’ participation is essential to meet the educational needs of all students, with or without disabilities.

Acting Wisely: Eliminating Negative Bias in Medical Education-Part 2: How Can We Do Better?

In Part 1 of this 2-article series, the authors reviewed the problem of unmitigated bias in medical education and proposed a wisdom-based framework for a different way of educating medical students. In this article, Part 2, the authors answer a key question: How can medical educators do better? Is a bias-free environment possible? The answer to the latter question likely is "no." In fact, having a zero-bias goal in mind may blind educators and students to the implicit biases that affect physicians' decisions and actions. Biases appear to be a part of how the human brain works. This article explores ways to neutralize their destructive effects by: (1) increasing awareness of personal biases; (2) using mitigation strategies to protect against the undesirable effects of those biases; (3) working to change some negative biases, particularly learned biases; and (4) fostering positive biases toward others. The authors describe the concrete actions-interpersonal, structural, and cultural actions-that can be taken to reduce negative bias and its destructive effects.

Case Study of a Blind Computer Graphics Student's Online Interactions

Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.

Undaunted Souls: The Experiences of Blind Students at Bahir Dar University

ABSTRACT To the knowledge of the present researcher, studies on the experience of blind students in the Ethiopian higher education institutions are very limited, and thus this study is meant to make some contribution on the subject. The study focused on the experiences of 22 blind students, randomly picked from two campuses of Bahir Dar University. To that end, using a case study design, data were generated through in-depth interview, key-informant interview, and focus group discussions on the availability of support services, challenges participants experienced, and their coping mechanisms. Results of the study revealed that, though the university provided participants with some financial support on an annual and a monthly basis, several challenges were still affecting the participants’ academic and social experiences. The study has implicated the inclusion of blind students cannot be complete unless equal emphasis is given to ensure accessible instructional materials (in Braille or audio files), pedagogy, and facilities.

Penyelenggaraan Pembelajaraan Penjas Adaptif Bagi Tunanetra di Rumah pada Masa Pandemi Covid-19 (SMK N 7 Padang)

This study aims to find out how adaptive physical education learning is implemented for blind students in class XI at SMK 7 Padang. The method used is descriptive qualitative, then analyzed and presented by concluding the data that has been collected. The implementation of adaptive physical education learning for blind students (X) at home during the Covid-19 pandemic was carried out online through a chat application, where the implementation of adaptive physical education learning the teacher provided material in the form of videos and theoretical studies related to learning material. Evaluation of activities carried out by the teacher such as giving questions after learning material and giving weekly assignments and carrying out daily tests in the form of objective questions.