Blind Students Research Articles

Axiological approach to prevention of deviant behavior of blind students

Axiological approach to prevention of deviant behavior of blind students

Digital Skills of Blind College Students in the Educational Process during a Pandemic

This article discusses the digital skills of blind students in the educational process during the pandemic. The COVID-19 pandemic forced most students to adapt to a new habit which is WFH (Working from Home). Meanwhile, blind students take longer to learn online which they barely knew about. During this pandemic, students are required to develop digital competencies even though they are studying from home. The purpose of this study is to identify and understand blind students' needs when they are studying from home during the pandemic. The research method used by the researcher in this research is descriptive qualitative, in which the data collection process is carried out online. The results of the analysis found that 7 aspects of blind students' ability in digital space were quite good. Those 7 aspects are basic knowledge of screen reader applications, basic knowledge of digital landscapes, basic knowledge of finding information, basic knowledge of tracing lecture references, basic knowledge of conversational applications and social media, basic knowledge of digital media skills, and ethics in using digital media. Although they are able in accessing or browsing in digital spaces, they are still lacking at some points regarding safety in digital spaces.

The Effect of a Training Program on Developing Some Orientation and Mobility Skills of Blind Students Integrated in Grade 10

Abstract The current study aimed to identify the effectiveness of a training program on developing some orientation and mobility skills for blind students integrated in grade 10. The study sample consisted of 8 blind students integrated into the tenth grade at Al-Dhamma School for Secondary Education. Students responded to the orientation and mobility skills scale prepared by the researcher and a training program prepared by the researcher. A quasi-experimental approach was used for the study, and statistical methods included Cronbach’s alpha, Spearman-Brown correlation coefficient, and Wilcoxon test. The overall results indicated the effectiveness of the training program on developing some orientation and mobility skills among blind students who were integrated into the tenth grade. Considering these results, the study recommended using the training program in developing some orientation and mobility skills of blind students who are integrated in the tenth grade. Keywords: Training program; orientation and movement skills; blind.

Toward Accessible Online Learning for Visually Impaired and Blind Students

The widespread adoption of blended and hybrid learning models, and the increased use of learning technologies, especially in recent years, have caused several challenges for students with disabilities as they are facing more complex barriers accessing and using digital educational tools and materials. Although such concerns are relatively not new in online education, their impacts on equity, inclusion, and access for people with disabilities have been deepened considerably during the covid-19 pandemic. This paper discusses challenges in online learning for blind and visually impaired students and highlights innovative inclusive technologies to empower them accessing online education.

Thinkerbell Annie: World’s First Self-Learning Braille Literacy Device – Supported by Mada Innovation Program

In 2016, a four-member team from Thinkerbell labs came together in building an innovative, accessible literacy braille device to make education inclusive for people with visual impairment. Developed by Thinkerbell Labs, Annie is a self-learning braille device that several visually-impaired students in school. Annie was built to be a comprehensive Braille self-learning device, one that could make learning fun, engaging, and intuitive for blind students. Furthermore, Annie was the winners of the Mada Seed stars Awards 2021 under Mada Innovation Program. In addition to it, Annie was designed to the learning experience prioritizing learner retention as well as sustained engagement with Annie’s contents, be it from the software, content, or hardware perspective.

ТЕОРЕТИКО-МЕТОДИЧЕСКИЕ ПОДХОДЫ К ФОРМИРОВАНИЮ ДИАГНОСТИЧЕСКОГО ИНСТРУМЕНТАРИЯ ПО КУРСУ «РАЗВИТИЕ ОСЯЗАНИЯ И МЕЛКОЙ МОТОРИКИ» ДЛЯ СЛЕПЫХ ОБУЧАЮЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ

Introduction. The implementation of the Approximate adapted basic educational programs of primary general education for blind students required the development of a unified diagnostic framework for the special education courses, which are included in the program of education with a prolonged period of study. The initial diagnosis under the course “Development of touch and fi ne motor skills” is aimed at identifying the level of readiness of a visually impaired first-grader to study at school in general and to master the course program; at establishing the level of tactile skills developed at the initial stage of education and the ability to use them in various activities. Based on the primary data obtained, the teacher can develop a strategy and tactics for teaching a future first-grader, given their special educational needs. The study aims to develop the content and to test the initial diagnostic tools for the special education course “Development of touch and fi ne motor skills” in the 1st grade for blind students. Currently, there are some diagnostic techniques designed for visually impaired preschoolers and those with amblyopia and strabismus. However, there is no such diagnostic material for visually impaired children entering the 1st grade. Therefore, the developed diagnosis procedure is based on the continuity of the syllabus and planned results of preschool education, given the specific features of the blind child development and preschool education. The procedure includes the program, methodological instructions on its implementation, methodological recommendations for the diagnosis according to the special education course. The paper presents the main approaches to the development of diagnostic tools, the aim, structure and content of the initial diagnosis by area and parameter to be studied. It also describes the stimulus material used in each area and, based on the pilot research findings, presents an analysis of the difficulties in developing tactile skills and abilities in blind first graders at the initial stage of education. Materials and Methods employed in the research include pedagogical design, pilot design, analysis of scientific literature on the development features of blind students, development of diagnostic tools for the category of blind children; methods of observation, diagnostic techniques, and study into the products of activity. The object of the study is diagnostic tools used in pedagogical practice and aimed at identifying difficulties in developing tactile skills and abilities in blind students at the time of admission to the 1st grade. Research results. The study has identified the main approaches to the development of the initial diagnostic tools, has revealed the level of readiness of blind first-graders to master the course “Development of touch and fi ne motor skills”, has established the difficulties in the formation and development of tactile skills and abilities, which are encountered by the blind students when performing a set of diagnostic tasks. Conclusion. The results of testing the diagnostic tools have indicated the need for their introduction into the general structure of special education courses in order to optimize the educational process for the visually impaired students.

The First Tactile Maps for Visually Impaired and Blind Students in the Iraqi Kurdistan Region

The First Tactile Maps for Visually Impaired and Blind Students in the Iraqi Kurdistan Region

Сенсорный мир на кончиках пальцев

<p>The article presents a program, the development of which is due to the originality of the emotional-volitional sphere, character, sensory experience of visually impaired and blind students. The program is aimed at reducing psycho-emotional stress, teaching children the skills of psychological self-regulation in a sensory room. A sensory room for a visually impaired and blind child gives an opportunity for the student to mitigate or eliminate their internal problems. Periodic visits by students with visual impairments to the sensory room allows solving the problems of preventing difficulties in learning, upbringing and socialization, deviations in the development and behavior of students. The effectiveness of this program was monitored according to diagnostic data based on the developed criteria before and after the trainees completed the cycle of classes. The implementation of the program revealed a positive trend in personal and social results.</p>

Muzičko-pedagoška delatnost Danice Krstić u Srbiji od 1903. do 1940. godine

The subject of this work is a music-pedagogical activity by Danica Krstić from 1903 to 1940. The academic publications state a year of 1905/06 as a beginning of her pedagogical contributions. In addition, the work provides a multitude of a concrete data on her music and pedagogical activities. By exploring a development of piano musicians education in Serbia, in the first half of the twentieth century, we establish that the work and contributions of Danica Krstić were insufficiently researched. Her contribution to the affirmation of young pianists and future piano pedagogical experts, and the improvement of concert related activity, are proven by this work numerous facts. She received many awards and testimonials for her efforts to advance Belgrade's music life in the first half of the 20th century. This research goal is to emphasize facts which place Danica Krstić a key piano pedagogical and playing artist, who to a large extent lead to systematised piano teaching and a work well organized within music educational institutions. By analysing the period of Danica Krstić music and pedagogical activity we conclude it has been intense and fruitful. We point out previously insufficiently explored professional activities of this influential piano pedagogical contributor, and believe in opportunity for a further research and analysis. We suggest exploring the plan and program for the piano teaching during that period, the contents of exams and concert programs, methods used while working with pianists and piano pedagogical experts departments, and teaching the blind and sight impaired students.

О СПЕЦИФИКЕ ФИКСАЦИИ НЕЗРЯЧИМИ СТУДЕНТАМИ УЧЕБНОГО МАТЕРИАЛА ПО МУЗЫКАЛЬНО-ТЕОРЕТИЧЕСКИМ ДИСЦИПЛИНАМ

The article touches upon the problem of the specifics of teaching blind students in a music university. Its integral part is the issue of fixing educational material on the musical-theoretical disciplines "Elementary Music Theory", "Solfeggio", "Harmony", "Analysis of Musical Works", "Polyphony". Memorizing the exercises by heart with subsequent playing on the piano, and writing down the musical text in Braille represent the two main ways of such fixation (the third one requires mastering computer programmes). Particular attention is paid to the difficulties of written fixation in Harmony. Students acquire the skills to write in four lines while still in college, but with such writing they can mix up a cell or a line on a Braille writing device. Writing in one line reminds of singing harmonic solfeggio exercises as one-voiced, in the direction from bass to soprano, but when writing each note in a line, students must indicate the octave sign. The optimal solution is to write in columns, where each measure is written in the form of four columns. This reduces the total work time for solving the harmony task, as it enables better navigation in the space of the Braille device (more than twenty bars can fit on one page).

The Effectiveness of Acceptance and Commitment Group Therapy on the Self-esteem of Girls With Visual Impairment

Objective Students with visual impairments have built negative attitudes towards their abilities due to difficulties in achieving social skills, orientation, and independent mobility. Their negative attitude towards blindness puts them at high-risk developing loneliness, social isolation, depression, anxiety, decreased life expentancy, no participation in group activities, and low levels of social support. Lack or no social skill reduces social acceptance and real feeling about themselves, which in turn reduces self-esteem in students with visual impaiments. Using appropriate therapeutic intervention with the aim of ensuring mental health as well as promoting self-esteem can prevent many psychological problems in these people. The acceptance and commitment therapy (ACT) is one of the third wave approaches to behavioral therapy that aims to control effectively the pain, suffering and stress that a person faces in the life. The acceptance and commitment therapy helps the person increases her psychological relations with herself and her feelings, trying to adapt to the environment and community instead of changing her cognition. The present study aimed to determine the effectiveness of the acceptance and commitment group therapy on self-esteem of students with visual impairment in Tehran City. Materials & Methods The present study was a quasi-experimental study in which a pretest-posttest design with a control group used along with a two-month follow-up. The sample was consisted of twenty-eight 14-20 year old female students who was selected from the population of students with visual impairment studying in the schooling year of 2019-2020 in Narjes day-and-night school for the blind individuals. In Tehran, there is only one school for female blind students and the sample purposefully selected according to the probability of sample’s dropout. At first, 50 students completed the Cooper Smith Self-Esteem Questionnaire (CSSEQ) and after scoring the CSSEQ, twenty-eigth students selected according to receiving a score of 23 or lower in the CSSEQ. All subjects matched based on their age and grade, then randomly assigned to the experimental and the control group. The experimental group (two subgroups consisted of seven people in each) participated in eight therapeutic sessions (twice a week and 75 minutes for per session) and received the acceptance and commitment group therapy while the control group participated only in the mainstream programs at the school. At the end of the therapeutic sessions all subjects completed the CSSEQ again and the experimental group completed CSSEQ after two months follow-up.The multiple analysis of covariance (MANCOVA) used for analyzing the obtained data. Furthermore, for comparing the posttest and follow-up situations in the experimental group the related t-test used. Results The results of multiple analysis of covariance for the data obtained from the self-esteem questionnaire showed that the participation of female students with visual impairment in the acceptance and commitment group therapy sessions led to significant increase (P<0.001) in self-esteem (general, family, social, and educational) of them. In fact, according to Eta quotient, 71%, 78%, 78%, and 72% of variation in self-esteem (general, family, social, and educational respectively) of the experimental group can be explained by participating in the acceptance and commitment group therapy sessions. The results of the related t-test for comparing the self-esteem of the experimental group in post test and follow-up situations showed that the effectiveness of group therapy based on acceptance and commitment has been lasted on the self-esteem (general, family, social, and educational) of the experimental group after two months follow-up later (P>0.05). Conclusion We conclude according to the findings of the present study that the acceptance and commitment group therapy can use for planning and policy making instructional courses suitable for students with visual impairments. Furthermore, the specialists who are working with these children can use the ACT as a practical technique for improving self-esteem and the adaptation in many areas such as family, social and educational areas in students with visual impaiments. Additionally, the ACT recommend improving self-esteem and positive performance of students with visual impairment in social, educational and family areas along side the routin instructional couses. However, the acceptance and commitment group therapy helps the students with visual impairment know how to control their thoughts and feelings in order to prevent problems from getting worse. This therapeutic method helpls them to accept their behavioral changes through accepting the unpleasant thoughts and feelings.

STEAM project-based learning: An application in building tactile textbooks for blind students

The paper provides an overview of STEM and STEAM education, and the STEAM project-based learning approach. The project implementation process enables learners to solve real-life problems by integrating knowledge from different fields of study. The projects' practical value to students magnifies in the case that they meet the communities' urgent needs and overcome their real challenges. Therefore, the severe scarcity of textbooks for blind students in special schools inspired lecturers and students enrolling in the Optimal Teaching Methodology course, class of 17 and 18, Department of Mathematics Education, Faculty of Mathematics and Computer Science, University of Science, Vietnam National University – Ho Chi Minh City to employ the STEAM project-based approach in a project building accessible tactile textbooks. The teaching and learning process consisted of three phases: acquiring learners with essential knowledge, establishing a step-by-step guide following the engineering design process, and executing the project. Lecturers empowered students to take ownership of their education and the project implementation through consensus decision-making in learning activities and evaluation methods. Students' final assessment and in-process evaluation toward learning outcomes were conducted by themselves, their peers, lecturers, and communities continuously during the project. Products are Chân trời sáng tạo tactile textbooks for visually impaired students: Math for Grades 1, 2, and 6; Nature and Society for Grades 1 and 2; and Science for Grades 6. Project implementation allows undergraduate students to not only accumulate more practical knowledge and pragmatic skills, especially STEAM skills, but also enrich their sense of social responsibility, signifying the potential of comprehensive development for learners, and reflecting the humanitarian values of this new teaching model.

“Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education

Abstract This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.

Pembelajaran IPA Berbasis Pendidikan Karakter dengan Huruf Braille untuk Siswa Difable Netra

One of the goals of national education is the effort to form children's character. Without exception, children who have a good sense of sight, both of whom cannot function properly, are called blind people with disabilities and also need good character education as an effort to develop the potentials that exist within them optimally and optimally. Natural education science is one of the subjects that also requires the development of character education. The data collection method uses library research, with a qualitative approach and the data source is secondary data. Furthermore, the data analysis technique is by managing data (reduction), data display, and conclusions from the final results of data collection carried out. The results of this study obtained a clear explanation of: A. Character education, B. Characteristics of science studies, C. Science learning, D. Science learning objectives, E. Children with special needs, F. Braille, G. Implementation of education-based science learning Braille characters for blind students can be implemented in three stages, including: 1). Planning consists of formulating learning objectives, selecting and packaging materials by incorporating character education values into the lesson plans; 2). Implementation consists of science subjects and integration with other subjects; 3). Evaluation consists of assessment activities based on the application of character education values that are implemented on the attitudes and behavior of students with visual impairments in schools.

Reducing Blindism Behavior with Self Management Technique for Blind Students in Class VIII at SLB-A YKAB Surakarta

This study aims to find out the influence of self management techniques in reducing blindism behavior owned by visually impaired students in class VIII at SLB-A YKAB Surakarta. This research is a quantitative research using experimental research design with a single subject or Single Subject Research (SSR). The subjects of this study were visually impaired students of class VIII at SLB-A YKAB Surakarta. The data collection techniques that used in this study were the observation of participants and non-participants. Data analysis techniques used are visual analysis techniques in conditions and visual analysis between conditions. The results of experiments in the baseline phase were conducted as many as four sessions, obtained blindism frequency data in students as many as 20, 19, 21 and 21 times. This shows that the trend of the blindism behavior of educated participants was increased with a stability level of 100%, so that intervention was needed. The intervention phase was carried out in eight sessions and data on the frequency of blindism on students were 16, 12, 11, 11, 10, 9, 9 and 9 times. Referring to the data, it can be seen that the trend of decline and the level of stability of the data obtained was 87.5%. So that it can be concluded that self management techniques can reduce blindism behavior for visually impaired students in class VIII at SLB-A YKAB Surakarta.

Court ruling suggests electronic databases inaccessible to screen readers are not forbidden

A recent court ruling suggests the Americans with Disabilities Act does not forbid college and university libraries from offering access to electronic databases that may be inaccessible to screen readers. In 2017, two students and the National Federation of the Blind sued the Los Angeles Community College District for allegedly violating the ADA “by making available library databases that were inaccessible for blind students through JAWS,” software that converts electronic text to speech, and by making available databases that contained images without adequate text descriptions to be read by JAWS. NFB asserted that ADA regulations required LACCD to “make reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability” and that the school could through reasonable policy modifications make its electronic databases accessible to its sight‐impaired users. By resting its claim on the library's failure to make policy modifications, NFB sought to circumvent the obligation the library already bore to provide on request auxiliary aids and services to sight‐impaired users when they encountered inaccessible databases; instead, NFB sought to compel the school to adopt policies that would make the use of auxiliary aids and services unnecessary by ensuring the databases would already be accessible.

INTERVENTION OF ASSISTIVE TECHNOLOGY ON PERFORMANCE OF VISUALLY IMPAIRED STUDENTS IN KISWAHILI LANGUAGE IN PUBLIC PRIMARY TEACHERS’ COLLEGES IN KENYA

Education is a universal right to all including those with disabilities. Students with visual impairments can struggle with a wide variety of challenges in a mainstreamed classroom setting. Assistive Technology intervention by use of assistive devices in teaching, use of assistive teaching methods, taking care of visually impaired severity and boosting positively the student-teacher related factors improve their performance. The purpose of this study was to examine the intervention of Assistive Technology on performance of Visually Impaired students in Kiswahili in Public Primary Teachers’ Colleges in Kenya. The paper adopts a quasi-experimental design by use of a pre-test and post-test. It has been appropriate to analyze the treatment effect of using AT in teaching VI students in one group while applying the natural teaching methods on the control group. The target population was three teachers’ colleges in Kenya (Asumbi, Machakos and Mosoriot). A standardized examination was given to the two groups. Another examination was given to the two groups after giving one group a treatment of use of discussion groups, peer consultation and use of teacher assistive teams. The AT devices were critical in teaching VI students in order to improve their performance in languages and therefore their adequacy in college determined the rate of students’ performance. The researcher found out that the attitude of the teachers in teaching VI students was positive but the challenges in ensuring quality teaching of Languages included the students having a negative attitude towards languages, teachers have a negative attitude towards their career and lack of adequate teaching and learning materials. The researcher found out that the most significant methods that the teachers used to teach Languages to students with VI were: lectures, assignments and group discussions. The findings inferred that the partially blind students were better suited for the natural teaching methods than the totally blind students as they performed higher when taught using natural teaching methods. The paper recommends that the management of tertiary institutions should invest on interventions like the assistive technology in enhancing their academic performance. The researchers further recommends that other strategies for teaching VI students like use of peer consultations between the VI students with sighted students, use of quieter rooms, teacher assistance teams; extended exam time for VI students and shorter assignments to the VI students should also be employed to enhance Language to students with visual impairment. The significance of the study is that AT device intervention such as use of digital recorder in teaching can improve students’ academic performance.

Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness

Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students’ learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study.The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind.

Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review

The incorporation of emotions in educational and cultural spaces is increasingly important in our society. The main objective is to review studies on emotional pedagogy both in school and in the museum and its importance in the education of blind pupils, providing elements for good practice. In the methodology used, a systematic review has been carried out with a selection of 410 articles examined up to 52 articles from 2003 to 2020. The search was conducted using 10 databases: Circ, Miar, Eric, Science Direct, 1Findr, Dialnet, Scopus, Google Scholar, Teacher Reference Center, and Wos. Among the results, we identified the importance of defining emotional training programs for teachers and museum didactic teams. They should be geared toward improving professional practices and cooperation between the museum and the school. In the conclusions obtained, it is fundamental to incorporate emotional literacy in inclusive education from the first stages of development, to promote creativity and emotional management, to exemplify the figure of the neuro-educator and his role in improving didactics both in schools and in the museum, favoring inclusion, promoting kinesthetic and corporal stimulation, both in the school and in the museum, it is a joint work between teachers and museum staff.

Interactions in a Group with One Blind and Three Sighted Students in a Chemistry Experimental Activity and the Possible Relationships with Students’ Conceptions of Blindness

Background: the increase in blind students in regular schools challenges pedagogical practices and educational research. Objectives: to analyse how to characterise the interactions within a group of one blind and three sighted students during an experimental activity in chemistry developed in elementary school and their possible associations with students’ conceptions of blindness. Design: qualitative research. Setting and Participants: four students (one blind student and three sighted students) from an 8th grade class of a Brazilian elementary school. Data collection and Analysis: social interactions were captured through audio and video recordings of a sequence of experimental activities to which students were submitted. Qualitative information about the understanding of blindness was obtained by semi-structured interviews conducted with the investigated group before and after the sequence of experimental activities. Discursive textual analysis was used as an analytical procedure. Results: the research revealed that the interactions can be characterised as tutorial and collaborative, and, to some extent, they can relate to students’ conceptions of blindness, namely, mystical and sociopsychological. Conclusions: It is important to reflect on these understandings that can be linked to the interactions promoted in experimental activities with consequences for student learning.