Blind Students Research Articles

Understanding m-learning experiences for blind students

When designing educational technologies for blind people, we need to consider technological and pedagogical strands. From the pedagogical point of view, m-learning has the potential to benefit blind students. Regarding the technological aspect, m-learning is an appropriate approach for blind students. Motivated by the adequacy of m-learning and the scarcity of works involving m-learning experiences for blind students, we present an exploratory study to uncover important information when blind users interact with mobile applications, focusing on the educational and technological perspectives. We investigated the interactions of nine blind users with mobile devices to unveil their technology-related singularities in the educational context. Based on the familiarity of blind users, some interaction design patterns have proven to be easy to use after conducting a usability and user experience test on a prototype. The results also highlighted the relevance of educational mobile applications to provide greater independence to blind users. This paper contributes towards improving the current awareness of the accessibility aspect of m-learning collaborative tools, and reveals the aspects of interactions and needs of blind students.

Money Identifier: aplicativo identificador de cédulas para dispositivos móveis

Este artigo apresenta a proposta do Money Identifier, um aplicativo para uso em dispositivos móveis (tablets e smartphones), que visa a oportunizar a acessibilidade para pessoas com deficiência visual ou visão reduzida, além de pessoas com dificuldade em identificar e somar dinheiro. O aplicativo surgiu da necessidade de uma aluna cega, e com o auxilio da mesma foi realizada a validação da interface. Serão apresentadas aqui a sua interface e as possibilidades oferecidas pelo aplicativo ao usuário.

盲生的特点及教具在盲生学习化学中的作用

盲生的特点及教具在盲生学习化学中的作用

Taking a Gap Year for Adjustment-to-Blindness Training

Blind students in or approaching higher education often consider taking a gap year from higher education to receive comprehensive adjustment-to-blindness training at a residential center. This article seams together existing bodies of literature and explains how and why such training can be a helpful and productive option for a gap-year experience for blind students, especially when that training is provided under the Structured Discovery model. Many of the features of Structured Discovery training in a residential environment have already been designed in ways that preempt the common fears about gap years. Training at a Structured Discovery center fosters personal development, which pays dividends in career development. This article also discusses factors influencing the decision to go to training and the benefits of seeking training as early as possible in the career process.

Мероприятия по поддержке девочек с нарушениями зрения в Саудовской Аравии: качественное исследование

This study investigated how well the intervention services for blind female children in Saudi Arabia met the needs and expectations of blind female students, their parents and teachers. It explored the reasons for the particular choice of interventions and examined how they could be improved. The case study is based on the literature, mainly a documentary review of papers produced by the Ministry of Education, policies and curriculum information from the schools and other public sector documents. The study adopted a qualitative methodology, with the researcher’s involvement in interpretation of the findings clearly described in the concluding section. It also involved a series of semi-structured interviews with children, parents, and teachers followed by a series of observations at the schools. The interview findings were analysed by identifying main themes. The most important findings were that teachers needed to have a warm relationship with and a special interest in their students; there were the needs to have more flexibility and freedom in the curriculum for teachers to design school and individual curricula combined with greater use of the available technology; and more practical, useful and relevant subjects should be included to improve the quality of intervention services. The design of buildings to suit blind female children should also be considered as Saudi Arabia continues its ambitious education restructuring programme.

Capacitive Touch Sensitive Vibro-Haptic Typing Training System for the Visually Impaired

The proposed system implements a vibro-haptic glove device which works in tandem to a customized computer keyboard with capacitive touch sensitivity, facilitating a fast-paced typing method for the visually impaired. A normal keyboard is retro-fitted with a “capacitive sense” membrane that activates on human touch, along with a pair of fingerless haptic gloves with vibrators on each finger and a pair of Bluetooth earphones. The visually impaired user receives audible and haptic cues facilitating learning to type the correct key using the right finger on the computer keyboard. This utilizes the Passive-Haptic-Learning (PHL) paradigm for fast paced multisensory learning. A group of blind students were chosen and trained on this system for one month. There were pre and post training assessments conducted, and their scores compared. The findings showcased positive results.

Analysis of the research on teaching geography to blind students

Analysis of the research on teaching geography to blind students

ITC, Is this a degree for blind people?

Goals: Analyze, the inclusion of disabled people in education or work, because some schools offer the opportunity of studying a degree, giving learning tools in the way they can develop the competences for working. The Technological University of Santa Catarina created a program called Disabled Attention Program (DAP) in 2004. At the beginning just deaf people were assisted, but little by little people with other disabilities were integrated in the program, like blind, handicapped and intellectual disability people. The educative programs offered by the university are: Industrial processes, Business development, Mechatronics, Information technology and communication and others. Methodology: We did a qualitative analysis focused on the career of Information and communication technologies, on blind students, although the number of students has been limited to a few, just 2 of them have finished their career and the others have quit for many reasons. In this case the tool is a survey made of open and closed questions. The principal contribution of this research is to guide the students in a better way, by demonstrating them the real context of the career, so they can make a good decision about what they want to study.

Profile of the critical thinking skills of blind students in solving geometry problems based on academic ability

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa tunanetra dalam menyelesaikan masalah geometri ditinjau dari tingkat kemampuan akademik. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian terdiri dari tiga siswa tunanetra kelas VIII Madrasah Tsanawiyah Luar Biasa (MTsLB) Yaketunis, Yogyakarta. Pengambilan data dilakukan melalui tes kemampuan berpikir kritis dan wawancara. Triangulasi dilakukan sebagai usaha untuk memeriksa keabsahan data. Selanjutnya, hasil penelitian menunjukkan bahwa terdapat perbedaan profil kemampuan berpikir kritis siswa tunanetra dalam menyelesaikan masalah geometri ditinjau dari tingkat kemampuan akademik. Siswa tunanetra dengan kemampuan akademik tinggi dan sedang berturut-turut menunjukkan 3 dan 1 dari 5 indikator kemampuan berpikir kritis. Sedangkan pada siswa tunanetra dengan kemampuan akademik rendah, indikator kemampuan berpikir kritis belum muncul. Hasil penelitian ini diharapkan dapat menjadi pertimbangan bagi guru dalam mendesain pembelajaran geometri yang dapat memfasilitasi pengembangan kemampuan berpikir kritis siswa tunanetra.

Una propuesta incluyente, hacia la comprensión oral de estudiantes ciegos y videntes

Frente a la educación inclusiva, el presente artí­culo propone determinar el efecto que tiene una propuesta pedagógica y didáctica mediada por los principios y pautas del Diseño Universal para el Aprendizaje (DUA), para promover el fortalecimiento de la comprensión oral en estudiantes ciegos y videntes del colegio OEA IED, sede B. Desde una perspectiva cualitativa de investigación acción-pedagógica, este estudio indaga sobre el efecto de la propuesta pedagógica diseñada con base en los Lineamientos de Ciencias Naturales y Educación Ambiental, desde el tema "Los animales". Se desarrollaron cinco interacciones mediadas por los principios del DUA, que corresponden a: múltiples formas de representación, de expresión y de implicación, conduciendo a que los estudiantes vivencien cada actividad, bajo la óptica de la percepción multisensorial. El estudio se realiza con 32 estudiantes videntes y uno ciego, pertenecientes al curso 102. En un cuestionario inicial se evidencia la dificultad en comprensión oral, literal e inferencial; posterior a la implementación de la propuesta, se observa en el cuestionario final un avance significativo en los procesos de comprensión de todos los estudiantes y, especialmente, en el niño ciego congénito. Como resultado, se confirma la importancia de una educación inclusiva, haciendo énfasis en el estudiante ciego quien, por su discapacidad, requiere de apoyos para garantizar el acceso a la información y al aprendizaje frente a la comprensión, posibilitando experiencias en las diferentes áreas curriculares para todos los estudiantes y promoviendo el aprendizaje colaborativo.

Efektifitas Strategi Pembelajaran Pendidikan Agama Islam Aspek Psikomotor untuk Anak Tunanetra di Sekolah Luar Biasa (SLB A) PRPCN Kota Palembang

This study draws the conclusion that the PAI learning strategy at SMPLB A PRPCN is to use strategies with lecture, question and answer methods, assignments and direct practice or demonstration. the most effective strategy in learning PAI for blind children in SMPLB A PRPCN is direct practice or demonstration in special ways with the creativity of the teacher that is intended for blind students. and the factors that influence the effectiveness of the PAI learning strategy at SMPLB A PRPCN in Palembang, there are two factors, namely supporting and inhibiting, the supporting factors are the students' interest, motivation and enthusiasm within the students themselves, the presence of positive responses and attention from students and the creation of a harmonious and intimate relationship between teachers and students, as well as teachers and parents of students. While the inhibiting factors are physiological and psychological factors, physical or physiological conditions and psycholosis of visually impaired students in SMPLB A PRPCN Palembang City suffered damage to the students' sense of sight that hindered the learning process of Islamic religious education, school social environment, non-social environment, which includes the lack of facilities and the media, the saturation of blind students in receiving Islamic religious education learning materials.

The Investigation of Blind Students’ Misconception in Constructing Quadrilateral Analytic Definition Using Geometry’s Puzzle

Many students still possessed misconceptions and not yet know the relation between each quadrilateral, no exception blind students that have abnormal physiological structures. Lack of student’ ability in relational thinking makes it difficult to construct analytic definitions that contain the closest type (genus proximum) and special differentiator (differentia specifica) on the objects. The aim of this study is to investigate the misconceptions of blind students in constructing the analytic definition of a quadrilateral using geometry’s puzzles. Misconception investigations focus on misconceptions of students’ concept or differences of student’ scientific understanding with the expert conceptions, especially misconception in constructing analytic definitions. This research is an exploratory study with a qualitative approach and the subjects of this study are one seventh grade student who experienced totally blind and one student who low vision from MTs Yaketunis Yogyakarta. Data collection through task-based interviews and observations. Before being analyzed, the obtained data then transcribed, classified, reduced and validated using the time triangulation method. Based on the results of data analysis, it is known that both of blind students have misconceptions namely classificational, relational and theoretical misconceptions with the level of misconception in low vision student lower than totally blind.

The effect of a physical fitness program on the health-related physical fitness components of blind male students

The effect of a physical fitness program on the health-related physical fitness components of blind male students

SOCIAL AND PHYSICAL PROBLEMS OF THE BLIND FEMALES AND THE ROLE OF NGOS - UNIVERSITY EDUCATION STAGE

The present study examines both the social and physical problems of blind women and the role of NGOs in confronting them and to address the roles of NGOs. The main problem of the research was the social and physical problems facing the blind and the role of NGOs in facing them. The current study used the descriptive method and statistical method on a sample of 100 blind students from public universities who are attending NGOs. The study lasted for 6 months from January 2019 to June 2019 using a questionnaire as the main tool for collecting study data. The study reached several results, the most important of which are: - The current problem can be seen as the inability of NGOs to address the social problems of blind women. - The inability of NGOs to face the physical problems of blind women. - Lack of books in the library for the visually impaired in Braille. - Lack of procedures for blind women in Egyptian universities.

Childhood blindness - Etiological risk factors as evaluated by blind schools survey in Prayagraj and surrounding districts

Aim: The purpose of our study is to examine and evaluate avoidable i.e. preventable or treatable causes and etiological risk factors responsible for childhood blindness. Materials and Methods: The study was conducted by examining total 159 Students in four schools for blinds and four accelerated learning camps situated in Prayagraj and three neighbouring districts - Fatehpur, Koushambi and Pratapgarh. Basic informations including time, duration and mode of vision loss, was obtained. Careful prenatal, natal and postnatal history was also gathered. Vision assessment was done by snellen’s, Echarts or broken rings, student’s behaviour while walking, talking, moving head etc. Anterior segment and fundus examination was also done. We tried to evaluate causes and it aetiogolical risk factors responsible for childhood blindness in every blind student. Results: In about 80% of blind children cause was, microphthalmos, Anophthalmos, Buphthalmos, Corneal Conditions as staphyloma or scarring, uveal coloboma. Although R.O.P., R.D. and optic nerve diseases also contributed. Four students were not requiring admission, yet admitted. Specialized teachers were not available. Conclusion: Approximately 80% of childhood blindness may be avoidable i.e. preventable or treatable. Meticulous prenatal, natal and post natal care as avoiding medicines and x-rays during Ist trimesters, harmful traditional medications, nutritional & anti infective measures, safe delivery and effective immunization may reduce childhood blindness considerably. Keywords: Severe visual impairment, Microphthalmos, Anopthalmos, Buphthalmos.

A deficiência visual em foco: estratégias lúdicas na Educação Matemática Inclusiva

O objetivo deste artigo é discutir sobre o ensino de Matemática para alunos com deficiência visual, apontando expressões lúdicas enquanto estratégia de ensino no âmbito da inclusão escolar. As expressões lúdicas podem compor-se de jogos, brincadeiras e outras atividades que venham a despertar o espírito lúdico nos sujeitos que as realizam. A partir dos estudos aqui analisados e da identificação de jogos pedagógicos táteis e digitais, acredito que os materiais considerados lúdicos podem contribuir para o desenvolvimento do sistema háptico ou tato ativo, uma vez que, através deste sistema, os indivíduos sem acuidade visual percebem o mundo ao seu redor e podem construir diferentes conceitos matemáticos, potencializando a aprendizagem neste componente curricular. Por este motivo, serão descritos diferentes materiais e jogos que possibilitem tratar conteúdos matemáticos presentes na Educação Básica, especialmente aqueles construídos e testados junto a alunos cegos e com baixa visão. Os resultados apontam para a necessidade de realizar mais pesquisas que apresentem outras alternativas lúdicas, para o desenvolvimento do processo de ensino e aprendizagem de conceitos matemáticos pouco contemplados em tais materiais ou jogos. Em sua maioria, as atividades abordam conceitos de função, geometria, progressão geométrica, as quatro operações básicas, e o reconhecimento dos símbolos que representam os números. Entretanto, há inúmeros outros conteúdos matemáticos que ainda são trabalhados em sala de aula com um forte apelo visual, demandando outras estratégias que favorecem a inclusão e aprendizagem de pessoas com deficiência visual.

Effects of New Supportive Technologies for Blind and Deaf Engineering Students in Online Learning

Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students' learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%).

Program for visually impaired builds skills, self‐awareness

The College Success@Perkins program assists blind and visually impaired students in skill building and self‐discovery to prepare them for college, or whatever path they ultimately pursue. Leslie Thatcher, Director of the program at the Perkins School for the Blind in Massachusetts, discussed the components that equip blind students at a pivotal time for their growth.

DICHOTOMOUS KEYS IN THE BOTANICAL LEARNING OF NON-VISUAL (BLIND) PEOPLE

Recently, the research about innovative approaches in the education of blind (non-visual- NV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version- DDK and a printed version- DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students. Keywords: botanical education, plants identification, dichotomous keys, non-visual people, quasi-experimental design.

A hands-on classroom activity to teach science concepts for students with 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.