Handicapped Pupils Research Articles

Visualization of math expressions through modality-nonspecific signals

Acquiring reasonable math skills is essential for the visually disabled pupils and students. Research in electro-tactile pattern perception has shown that involving the resources of visual cortex into acquisition of tactile percepts augments comprehension of the encoded information for users with a sensory limitation. This paper describes matching software designed to facilitate the learning process of 13 electro-tactile patterns (eTPs) denoting eight math numbers and five arithmetic operators. Electro-tactile unit and software were used to shape stabilized monophasic current pulses provided through the pen coated with embedded double-strip ring type electrode. The performance of ten subjects was investigated in terms of the number of repetitions required to memorize and match the eTPs, and in terms of the recognition error committed in the matching phase of the test. The analysis of the data collected indicated that the novice-to-expert transition was significantly above chance when the results obtained in the first and the last test sessions were statistically compared. A permutation puzzle game which was also designed to induce the same ten blindfolded players to mobilize the perceptive skills and deploy individual playing tactics to manipulate the eTPs encoding math numbers and expressions for rebuilding simple arithmetic equations. The results of the use of the proposed gameplay technique are discussed. Upon learning and training, the eTPs could be employed to assign math numbers and arithmetic operators to communicate mathematics content.

A comunicação como barreira à inclusão de alunos com deficiência visual em aulas de óptica

O presente artigo representa uma continuidade dos resultados apresentados em Camargo e Nardi (Revista Brasileira de Ensino de Física 29, 117 (2007)). Encontra-se inserido dentro de um estudo que busca compreender as principais barreiras para a inclusão de alunos com deficiência visual no contexto do ensino de física. Focalizando aulas de óptica, analisa as dificuldades comunicacionais entre licenciandos e discentes com deficiência visual. Para tal, enfatiza as estruturas empírica e semântico-sensorial das linguagens utilizadas, indicando fatores geradores de dificuldades de acessibilidade nas informações veiculadas. Recomenda, ainda, alternativas que visam dar condições à participação efetiva do discente com deficiência visual no processo comunicativo, das quais destacam-se: a identificação da estrutura semântico-sensorial dos significados veiculados, o conhecimento da história visual do aluno, a destituição da estrutura empírica audiovisual interdependente e a exploração das potencialidades comunicacionais das linguagens constituídas de estruturas empíricas de acesso visualmente independente. Conclui afirmando que a comunicação representa a principal barreira à participação efetiva de alunos com deficiência visual em aulas de óptica e enfatiza a importância da criação de canais comunicacionais adequados como condição básica à inclusão desses alunos.

Sociální podpora žáka se zdravotním postižením poskytovaná při přechodu ze školního do pracovního prostředí

Klientům s mentálním postižením nabízí agentury pro podporované zaměstnávání komplex služeb zaměřených na podporu žáka se speciálními potřebami při přechodu ze školního do pracovního prostředí. V následujícím článku se autorka snaží popsat faktory ovlivňující výběr zaměstnání u žáka se zdravotním postižením a analyzovat činitele ovlivňující úspěšné působení žáka na pracovišti v rámci školní praxe. Na základě provedeného rozboru pak stanoví, jaká má být optimální podpora žáka se zdravotním postižením při přechodu do nového prostředí.Vzhledem k charakteristice a cíli výzkumu byl zvolen kvalitativní výzkum - případová studie se žákem praktické školy oboru vzdělávání 78-62-C/001 Praktická škola jednoletá. V rámci případové studie byly provedeny rozhovory s uživatelem služeb, třídním učitelem žáka, zástupcem zaměstnavatele, spolupracovníky, pracovní konzultantkou a pracovní asistentkou. Údaje získané v rozhovorech doplňují data získaná pomocí obsahové analýzy dat ve složce klienta.Z dat získaných v rozhovorech byl vytvořen tzv. verbatim. Záznamy byly označeny pod číselným kódem dle pořadí, ve kterém byly uskutečněny. Získaná data byla analyzována na menší počet jednotek a ty byly seskupeny do souvisejících kategorií (clustering). Validita výzkumu byla zajištěna pomocí techniky triangulace metod a zdrojů. Kontrola efektu výzkumníka byla prováděna pomocí dlouhodobé přítomnosti badatele v místě výzkumu a jeho včlenění do prostředí a současně byla ošetřena informováním respondentů o záměrech badatele.

The experiences of disabled pupils and their families

In this article, Ann Lewis, Professor of Education at the University of Birmingham, and Ian Davison, Jean Ellins, Louise Niblett, Sarah Parsons, Christopher Robertson and Jeremy Sharpe from the research team provide a summary of discussions and selected recommendations arising from four linked projects run between 2004 and 2006. The projects were funded by the Disability Rights Commission (DRC) and looked into the experiences of disabled pupils and their families across England, Scotland and Wales. A central aim of the research was to identify the key concerns and priorities in relation to their experiences of education for children and young people with special educational needs (SEN) or disabilities and their families in the UK. The research encompassed a UK‐wide parent survey (N=1776); in‐depth case studies of individual children and young people (N=36); group case studies (of, for example, school councils) (N=3); and a series of project advisory groups involving disabled people. Underlying these aspects was an emphasis on the importance and validity of hearing directly from (potentially all) children and young people themselves. Thus the work meshes closely with initiatives worldwide concerning the recognition of children's‘voice’in matters that concern them. The authors are not aware of any comparable evidence which focuses in‐depth on a wide cross‐section of pupils with disabilities or special needs and their families in the UK‐wide educational context and which is located alongside concurrent authoritative data concerning the views of parents and carers.

Dificuldades e alternativas encontradas por licenciandos para o planejamento de atividades de ensino de óptica para alunos com deficiência visual

Relatamos aqui resultados parciais de um estudo que analisou o desempenho de futuros professores quando, durante o desenvolvimento de uma disciplina de Prática de Ensino de Física, foram solicitados a planejar, elaborar e ministrar, em situações reais de sala de aula, tópicos de ensino de óptica a uma turma de estudantes, dentre os quais se incluíam alunos com deficiência visual. Os dados coletados mostram que as principais dificuldades apresentadas pelos futuros professores referem-se à abordagem do conhecer fenômenos físicos como dependente do ver e o não rompimento com alguns elementos da pedagogia tradicional. Por outro lado, como alternativas, os futuros professores mostraram criatividade em superar atitudes passivas relativas à problemática educacional considerada, a elaboração de estratégias metodológicas destituídas da relação conhecer/ver, bem como, o trabalho com a oralidade no contexto do ensino de Física.

Skirtingo tipo mokyklų nežymiai sutrikusio intelekto mokinių akademiniai pasiekimai

Lietuvoje nesiliauja diskusijos apie sutrikusio intelekto vaikų ugdymo bendrojo lavinimo mokykloje pranašumus ir trūkumus. Daugiausia tyrinėjamos ugdymo dalyvių nuostatos dėl sutrikusio intelekto vaikų integracijos ir sunkumų, su kuriais susiduriama organizuojant šių vaikų ugdymo procesą. Straipsnyje, remiantis pedagogų vertinimais, aptariami 14-15 metų nežymiai sutrikusio intelekto vaikų, besiugdančių bendrojo lavinimo ir specialiosiose mokyklose, akademiniai pasiekimai mokantis matematikos ir lietuvių kalbos. Lyginamoji analizė neatskleidė ryškių kurio nors tipo mokyklos ugdymo aplinkos pranašumų akademinių gebėjimų požiūriu.

Nutritional status of mentally handicapped pupils in Lagos

Nutritional status of mentally handicapped pupils in Lagos

Positively Different: Art and Design in Special Education

AbstractThis article explores issues of ‘difference’ in terms of identity for disabled pupils, including those with special educational needs in the context of art and design education. By focusing on body image and fashion, positive and negative views of those with a different identity, in relation to inclusion and visibility, in society and formal schooling are addressed. Inclusive values for those in a special school are identified and promoted with reference to a particular project in art and design.

Hopes and fears: stakeholder views on the transfer of special school resources towards inclusion

This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government.

Aquatic Instructors’ Attitudes Toward Teaching Students with Disabilities

The purpose was to examine attitudes of aquatic instructors (female, n = 59; male, n = 23) toward teaching swimming to students with mild to severe disabilities in an inclusive setting. Aquatic instructors from 28 states representing 75 cities across the U.S. participated in this study. Data were collected by mail with a modified version of Rizzo’s (1984) “Attitudes of Physical Educators Toward Teaching Handicapped Pupils” (renamed “Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities - Swim”). A correlated t test showed that aquatic instructors were significantly more favorable toward teaching aquatics to students with mild disabilities than students with severe disabilities. Stepwise multiple regression analysis indicated that conducting an inclusive aquatic program was the best predictor of favorable attitudes toward including students with mild disabilities, while having more certifications in aquatics was the best predictor of favorable attitudes toward including students with severe disabilities in regular aquatic programs.

Developments in eye and general diseases in the Landesschule für Blinde und Sehbehinderte des Saarlandes in the last 20 years

The aim of the study was the evaluation of how ophthalmological diagnoses and the proportion of multiply handicapped children has changed within the last 20 years at a state school for visually handicapped and blind children. A profile investigation was conducted on all 105 children at the Landesschule für Blinde und Sehbehinderte des Saarlandes and compared to the results of an examination from 1975. The predominant ophthalmological diagnoses were: optic atrophy (17.5%), ocular albinism (11.9%), scar-stage IV and V of retinopathy of prematurity (11.1%), as well as tapetoretinal dystrophies with related syndromes (8.7%) and myopia magna (7.9%). Blind: 10.3% (1975: 36.4%); visually handicapped: 47.1% (1975: 49.2%); multiply handicapped: 42.5% (1975: 14.4%). (1) The diseases that dominated in earlier years in schools for the visually handicapped have become rare (cataract, aphakia, buphthalmia, macular dystrophy--all less than 5%); (2) the proportion of completely blind pupils has become much smaller; (3) there is an increasing tendency to educate visually handicapped pupils in regular schools with integrative aids; (4) there is also an increasing proportion of multiply handicapped children (school and kindergarten: 42%, early patronage 74%).

Everybody In? The experience of disabled students in further education

ABSTRACT The authors report on a study of student attitudes towards disabled students in three colleges of further education. They found that many non-disabled students were not aware of the various issues facing disabled students at the colleges. Social contact between disabled and non-disabled students was not extensive, although those who had attended school with disabled pupils were more likely to have friendships with disabled students at college. Whilst non-disabled students were strongly supportive of inclusive education in principle, many saw inclusion in the mainstream as conditional on the particular impairment of an individual. Disabled and non-disabled students supported the view that early social and educational contact results in greater mutual understanding, and is of benefit to all students.

Thinking it over‐ A half a decade of teaching English as a foreign language to learning disabled pupils in Israel

Thinking it over‐ A half a decade of teaching English as a foreign language to learning disabled pupils in Israel

Word recognition and word identification: A review of research on effective instructional practices with learning disabled students

Abstract This article presents a review of investigations related to word learning of learning disabled students. The studies described here were located in a literature review covering the last 15 years. These investigations address common instructional concerns of regular classroom teachers who provide reading instruction to learning disabled pupils in inclusion programs and give guidance to special education teachers, as well as to university personnel who train both groups of professionals. This review furnishes evidence that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. In addition, word knowledge instruction not only promotes word learning, but can heighten learning disabled students' comprehension.

Psychometric properties of a pictorial self‐concept scale among young learning disabled pupils

Psychometric properties of a pictorial self‐concept scale among young learning disabled pupils

Psychometric properties of a pictorial self-concept scale among young learning disabled pupils

The aim of this study is to assess the psychometric properties of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) (Harter & Pike, 1983) among young learning disabled pupils. The sample consisted of 105 French Canadian learning disabled pupils in Grades 1–3. All subjects completed a French translation of the PSPCSA, while 58 were retested 2–4 weeks later. The reliability analysis indicates results similar to those found in Harter and Pike's (1983) study. However, the factor analysis reveals three separate factors. These results are discussed in terms of domains of self-concept that were assessed, procedures and subjects characteristics. The main conclusion reached is that the PSPCSA should be used with caution in assessing French speaking pupils with learning disabilities. More research is needed until the instrument as reached acceptable levels of technical adequacy. 1996 John Wiley & Sons, Inc.

L’intégration scolaire des enfants et adolescents handicapés : une question « transversale »

According to french legislation, it’s an obligation to maintain handicapped persons in their ordinary environment whenever it’s possible. Consequently every teacher has to be trained for welcoming handicapped pupils in his form. Goodwill is not enough to prepare that welcome, inquiry and training are required in order to avoid stigmagtizing the pupils. Reflecting on mainstreaming and its meaning could prevent making too many mistakes and prepare the meeting with handicapped people which is always disturbing. This training should be a professional one : training to co-operate with non-teaching staff, training to analyse teaching’s situations. Because a handicapped pupil shows clearly questions which are most of time implicit in ordinary teaching, a training for integration should be really a general professional training.

The versatile communication aid BASKO helps people with speech impairment

Interpersonal communication is an essential part of human life. The new computer-based communication aid BASKO is introduced that allows severely multiple-impaired persons, especially children, who cannot speak, to communicate. They point at or select pictures or symbols displayed on the monitor screen and BASKO produces the corresponding speech. The great variety of possible ways of presenting pictorial information on the monitor and the variety of input mechanisms make BASKO a versatile communication aid adaptable to the individual physical as well as mental capabilities of the users. BASKO has been developed in cooperation with a special school for physically and mentally handicapped pupils. It closes a gap between the urge and the ability for communication, especially for children with severe multiple disabilities. Practical tests with impaired users have proven the usefulness and efficiency of BASKO.

The ‘Trojan horse’ of integration

Jean McGregor was privileged to visit Greece as part of a European Community initiative. The particular orientation of this visit was the integration of handicapped pupils. Jean McGregor sets this against the rich historical background of the country and examines particular developments at primary school level. A comparison is drawn with provision in the United Kingdom and she notes that strenuous attempts must be made in both countries to resist the marginalisation of such pupils.

Supporting hearing impaired pupils in mainstream classes

Possibly the best example of integration of handicapped pupils in mainstream education is that of the hearing impaired. For those unfamiliar with this area Linda Watson provides a very clear description of hearing loss and its implication for schools. Teaching strategies are addressed, in particular those requiring teacher sensitivity and adjustment. A rich variety of videos and published material is available to the interested reader.