Visually Impaired Students Research Articles

The effect of online self-presentation on self-esteem of sensory impairments students: Mediation of social support

• Students with sensory impairments dislike the camouflage effect of positive self-presentation about themselves, from which the psychological deficiencies of self-esteem are derived. • When students with sensory impairments feel social support, honest self-presentation were more likely beneficial to their self-esteem. • HSP was positively correlated with self-esteem and social support, conversely, PSP was only positively correlated with social support. • A suppression of the association of PSP with self-esteem via social support. : This current study aimed to fill the gap that is the relationships of different strategies of online self-presentation (OSP) on sensory impairments students and further explored the effect of social support between them. : Results were from a cross-sectional survey (N=303) with 191 hearing impaired students and 112 visual impaired students, which examined two mediations among online positive and honest self-presentation (PSP and HSP) in self-esteem of sensory impaired students through social support. : Specifically, we found that HSP was positively correlated with self-esteem and social support, conversely, PSP was only positively correlated with social support. Moreover, results revealed a suppression of the association of PSP with self-esteem via social support. However, social support had the role of a complete intermediary between HSP and self-esteem. : Findings indicated that students with sensory impairments dislike the camouflage effect of positive self-presentation about themselves, from which the psychological deficiencies of self-esteem are derived. When students with sensory impairments feel social support, honest self-presentation were more likely beneficial to their self-esteem.

Portraits of Assistive Technology in English Learning for Visual Impaired Students in Higher Education

This study investigates learning English with assistive technology, the learning outcomes, and the experiences of using assistive technology, particularly JAWS and MELDICT. One visually impaired student at a private university in South Sulawesi, Indonesia, was interviewed as part of a qualitative case study. Observation and interviews were used to explore the utilization of assistive technology for learning English by a visually impaired student. The results identified that in the process of learning English skills, a visually impaired student used JAWS dominantly, and nevertheless, visually impaired students used both JAWS and MELDICT, especially in writing. Moreover, assistive technology positively affects the learning outcomes of visually impaired students who absorb the material effectively. Using JAWS and MELDICT, the visually impaired student's English-learning endeavors were both pleasant and fruitful. Practitioners should receive additional debriefing or training to strengthen their pedagogical and psychological capacities to deal with special needs students.

Accuracy in Translations by Visually-Impaired Students and Its Implications for Competence and Improvement Aspects

Translation is a career that can also offer benefits to the visually impaired. Visually impaired translators face the normal technical and non-technical challenges of translation - common for all translators. This means that the quality of the visually impaired translation is not an easy task, as certain categories can be compromised by accuracy. Case studies, which researched the accuracy of translations of two visually impaired students, who majored in translation studies, emphasized a need to improve their competence in translation. The analysis of two categories of translation tasks, from these case studies revealed two conclusions. Firstly, the two visually impaired students were able to accurately translate all non-academic texts. Secondly, however, when translating academic texts, the two students faced difficulties with the quality, as measured by the inaccuracies in these translations. The conclusions from these case studies are there are implications of needing to develop, and improve, the competence of translations by visually impaired students. Translation education must be able to maximize the competence and ability of visually impaired students based on their special characteristic.

Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences

Study purpose. The study purpose was to investigate gender differences in children’s attitudes toward the inclusion of a student with visual impairment in physical education classes.
 Materials and methods. The study sample comprised 419 able-bodied primary school students in 6th to 9th grade (boys, n=204, mean age 13.23±1.17 years; girls, n=215, mean age 13.08±1.19 years). A modified version of the standardized attitudinal questionnaire CAIPE-R for the inclusion of visually impaired (VI) students was used as a research method. The internal reliability of CAIPE-R was measured using Cronbach’s α. The Shapiro-Wilk test was used to assess the normality of sample distribution. The non-parametric Mann-Whitney U-test was used to assess differences between boys and girls, and the Wilcoxon Signed-Rank test assessed differences between general and sport-specific attitudes.
 Results. Boys presented rather neutral or indifferent (mean scores 3.19, 3.44 points) attitudes, and girls had slightly positive (mean scores 3.59, 3.74 points) attitudes toward inclusive physical education (PE). Girls, compared to boys, expressed more positive general (U=16786, p=0.000) as well as sport-specific (U=16586, p=0.003) attitudes towards the inclusion of the VI student in PE classes. Both groups of children declared more positive general attitudes than sport-specific attitudes towards the inclusion of VI students (boys, Z=-4.230, p=0.000; girls, Z=-3.015, p=0.003).
 Conclusions. Girls expressed more positive general and sport-specific attitudes towards the inclusion of VI students in PE classes than boys. Boys’ attitudes were only neutral or indifferent, and girls’ attitudes were only moderately positive. Both genders declared more positive general attitudes towards the inclusion of VI students in PE classes compared to sport-specific attitudes. Taking into consideration the above, to find the most appropriate solutions as regards the inclusion of students with different kinds of disabilities in PE classes, it is necessary to learn more about the attitudes towards inclusion from students, teachers, and school management.

A METHOD FOR ASSESSMENT OF RESULTS OF SPECIALISED “DENTAL HEALTH LESSONS” IMPLEMENTATION AS AN EFFECTIVE TOOL FOR PREVENTION OF MOST COMMON DENTAL DISEASES IN CHILDREN WITH VISION PATHOLOGY

The “dental health lessons” are an effective tool for prevention of dental diseases in healthy children and children with health limitations. This technology was developed for children with vision pathology. Therewith, objective assessment of its implementation from the standpoint of digestion of theoretical material and practical skills remains relevant.
 Aim of study. To increase the efficacy of prevention of most common dental diseases in children with visual sensory deprivation based on development and practical implementation of objective control of qualitative characteristics related to the effectiveness of specialised “dental health lessons”.
 Materials and methods. A method for objective control of practical implementation of remedial “dental health lessons” for children with vision pathology based on sociological research methods and on universal mathematical technologies for interpretation of the results obtained has been developed. The efficacy of practical implementation of the aforementioned method in specialised type III and IV pre-school educational institutions and schools in Krasnoyarsk has been evaluated.
 Results and discussion. The results of practical implementation of the developed method revealed the sufficient quality of the assessment tools: questionnaires and check-lists for assessment of the knowledge and practical skills obtained accounting for the specifics of the general somatic and psychophysiological condition of the blind and vision-impaired children based on the pedagogy for blind and vision-impaired students adjusted for different age-related developmental stages. The method is highly informative, objective and reliable for diagnostics of the presence of relevant knowledge and skills in vision-impaired children and makes it possible to determine the necessity and the tactics of further remedial classes.
 Conclusion. The method developed makes it possible to perform objective and reliable assessment of theoretical knowledge and practical skills related to dental disease prevention based on numerical evaluation. The method is non-invasive and harmless for the subjects, highly informative, simple in application, does not require expensive equipment and special training of the personnel, which provides the possibility of its application in pre-school educational institutions and schools without additional time expenditure by the dental practitioner.

BALABOLKA Software to Improve the Ability to Access Electronic Learning Resources for Visual Impairment Students

This research was aimed to discover the use of Balabolka software in improving the ability to access electronic learning resources for visual impairment students who face the difficulties in accessing electronic learningresources. Assistive technology is needed to access these electronic learning resources. The quantitative approach to the Single Subject Research (SSR) method of A-B-A design was conveyed in order to collect the data. Based on the results, the baseline phase level 1 (A1) was obtained in RF subject of 54.60 percent. Mean intervention phase level (B) in RF subject was 75.64 percent. Mean baseline phase level 2 (A2) in RF subject by 81.9 percent. The findings showed that the use of Balabolka software to be helpful in supporting the ability to access electronic learning resources because Balabolka software offered audio functions to get information from computer devices.

Exploring strategies for including visually impaired students in online learning.

Online learning has gained prominence in higher education institutions globally. Its actual and potential benefits are linked to improving access to and quality of education. It is also considered as a vital strategy for contributing to the UN SDG 4 agenda which aims at ensuring inclusive, equal and equitable lifelong education for all by the year 2030. Unfortunately, not much has been documented on how visually impaired students (VIS) have been included in online learning. To extend our understanding of this neglected but significant topic, this qualitative developmental phenomenographic study engages 14 faculty and six Administrators from two Ghanaian higher education institutions to explore challenges and possible strategies for the inclusion of VIS in online learning. The findings indicate that general policy frameworks are available in the studied universities but they are limited in salience and significance as they do not consider the inclusion of VIS in online learning. Some forms of digital technology are also available in the studied institutions but their accessibility and usability remain a challenge to the VIS. Besides, the universities have specialized units to support students with special needs generally but their practices to support VIS in online settings have remained a challenge. Consequently, universities need to develop adaptive and agile policies through inclusive and participatory approaches. Additionally, higher education institutions should strategically build the capacities of their faculty and staff to better serve VIS in online learning settings. The creation of strategic partnerships with civil society, intergovernmental and non-governmental organizations and the private sector generally is deemed vital for the mobilization of resources to support VIS in online learning spaces.

Studi Awal Sonifikasi Pada Data Gerak Parabola Berbantuan Arduino Uno R3 Atmega328

Parabolic motion is the typical phenomenon in classical mechanics. The students are able to understand the concept by reading the data in the parabolic function. However, there is limited material for visual impaired students to study the parabolic motion data. One of the solutions to overcome this problem is the parabolic motion experiment development using sonification method. Research has been carried out to analyze the accuracy of the frequency produced by the speakers in data conversion assisted by Arduino Uno. The research also analyzes the effect of elevation angle variations on the resulting frequency changes. The data collection process is carried out by analyzing the percentage of accuracy using the average technique of the data recorded by the Phyphox application. The data analysis of the Phyphox application is compared with the data obtained from the Tracker application. From the results of data analysis obtained the percentage value of the velocity for the angle 30o, 45o, and 70o were 99.92%, 99.67%, and 98.42%, respectively. Therefore, it can be said that the preliminary sonification study is feasible to be used in physics experiments on parabolic motion learning, especially for visual impaired students. The final plotting result of this research shows that the frequency versus time at each angle produces a graph in the parabolic form. While the effect of angle variations on frequency changes is that the larger the angle, the slower it will reach the peak frequency.

Learning to “see” again: Overcoming challenges while teaching English to visually-impaired students

This study aims to determine the pedagogical and emotional challenges and the teaching strategies implemented in face-to-face complementary tutorial sessions requested by visually-impaired students (VIS) learning English as a foreign language in a virtual undergraduate course whose graphic nature diminishes their opportunities. The research methodology selected for this purpose is an evocative autoethnography in which self-observation, self-reflection, and field notes were used for the data collection needed. Transcripts were analysed using qualitative codes for this collection under three main themes: pedagogical and emotional challenges and teaching strategies. The findings revealed how pedagogical challenges derived from emotional challenges, a great sense of affective scaffolding to respond to neglected VIS’ needs and concerns attached to materials adaptation, web accessibility issues, and a redefinition of inclusion policies in higher education. A final reflection on the implications of current language teaching that might work for VIS and teacher’s training is made in addition to the limitations encountered.Keywords: blindness; visually-impaired students; pedagogical challenge; emotional challenge; teaching strategies; affective scaffolding; sociocultural theory; critical disability theoryPart of the special issue Autoethnography in online doctoral education <https://doi.org/10.21428/8c225f6e.9415e58d>

Utilizations of IoT In Education for Visual Impairment Students

IoT intelligence can help ease daily tasks with the use of intelligent environments where it combines human interaction and IoT technology. The IoT has a great context-sensitive delivery feature in supporting and focusing on the use of technology in increasingly sophisticated education. Being born with a disability or getting a disability impairs daily tasks and provides additional challenges in continuing education. This challenge is highly dependent on the type of disability which may be either a physical disability or a mental disability. People with Disabilities are people who have physical and/or mental disorders, which can interfere with or are obstacles and barriers for them to perform activities normally. Such disabilities can come physically, mentally as well as both. Disorders are problems with body function or structure, activity restrictions are difficulties faced by individuals in performing tasks or actions, while barriers to engagement are problems experienced by individuals in engaging in life situations. high to pursue education in various domains. To address this, assistive devices that integrate IoT technology are growing rapidly especially for students with visual impairments. After that, the exploration of IoT applications and assistive devices in education continues. The advancement of IoT is used in various ways to develop current technologies in many areas of technology. Efforts to improve the well-being of learning and teaching for the disabled based on the use of tools to help the disabled are very useful. Many assisted technologies available in the market to accommodate each of these groups have the same opportunity in all aspects of life and livelihood of the disabled, especially students in the market at a very cheap price and easily available. In addition, it can also attract students with disabilities to carry out daily work activities and smooth learning as possible. For this reason, IoT-assisted technology should be able to help visually impaired and blind students to continue their education comfortably.

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.

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Both for new higher education students and especially for individuals with visual impairment (VI), becoming digitally literate is a necessity in order to be able to fully participate in society and to overcome certain educational barriers. This study explores the digital literacy (DL) skills of university students in Turkey with VI, along with the factors that can affect DL levels. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 60 participants during the first phase of the study through an online survey consisting of demographic questions and the DL Scale. Qualitative data were collected via semi-structured interviews held with eight participants as the second phase. The study found quite high levels for several self-reported technical and cognitive sub-factors of DL skills, and lower levels for the social sub-factor. Comparative analysis revealed no significant difference between gender, level of VI, and type of school. The results showed that daily use of the Internet had a significant positive effect on DL scores, and that there was a negative correlation between DL and age of starting to use technology. The qualitative findings suggested that the participants already possessed basic DL skills such as accessing information and creating files; however, they lacked skills in information management, effective collaboration, communication, and in digital content creation. The study sheds light on factors affecting DL of VI students and discusses implications for both researchers and practitioners.

Teaching English to Visually-Impaired Students: An Analysis of Teacher’s Problems

The aim of this study was to find out the teachers’ problems in teaching English to visually-impaired students. The participants of the study were two English teachers at one special school in Palembang, Indonesia. A qualitative research design with a case study method was applied in this research. Interviews and document analysis were conducted to gain in-depth information and understanding on the subject, while thematic analysis was used to analyze and describe the collected data. Triangulation and member checking were used to assess the trustworthiness of the research results. The results indicated that the main problems encountered by the teachers in teaching English to visually-impaired students were associated with time management, students’ attitude and behavior, lack of instructional materials and equipment, and poor classroom condition.

Voice-assisted online exam management and system usability analysis with visually impaired students

ABSTRACT In a world designed for non-disabled people, visually impaired students (VIS), have to overcome difficulties such as content and exam formats, in their education life. The aim of this study is to determine the usefulness level of the online voice-assisted exam system (OVAES), which was designed and developed by the researchers with reference to the Universal Design Model (UDM). A scanning model with a semi-structured interview form is applied to collect the visually impaired students’ views on the usefulness of this system. Fourteen visually impaired students regularly participated in the practice tests on a voluntary basis. While the frequency, percentage, mean and standard deviation values were used in the analysis of quantitative data, content analysis was performed on the qualitative data obtained with open-ended questions. According to the findings, it is determined that the voice-assisted exam system is suitable for usage habits. The contribution of system components such as audio support, keyboard support, screen reading to the comprehensibility of the content are significantly positive. The study validated the hypothesis that the participants can carry out online assessment and evaluation activities alone with the help of biometric data on customizable online pages, regardless of location, without the need for another person.

The use of Talking Chips Technique in Cooperative Learning Models to Increase Language Ability for Visual Impairment Students

This research aims to gain information from various written sources related to the cooperative learning model of talking chips types in improving the oral language skills of students with visual impairments. This research was conducted using a content analysis-based literature review, involving 25 articles and 12 books. The research data used is in the form of secondary data taken from printed books, a collection of journals, previous researches, and relevant websites. The results of the literature review show: (1) cooperative learning model of talking chips types can improve oral language skills in composing simple sentences of students with visual impairments; (2) there are differences in the oral language skills between students with visual impairments low vision and blind; (3) the use of cooperative learning model of talking chips types becomes an innovation in the learning process of students with visual impairments. The results of this research implied that the cooperative learning model of talking chips types could serve as an alternative to improve the oral language skills of students with visual impairments.

Development of Communicative Competence in Junior High School Students with Visual Impairment in Different Institutional and Educational Settings

Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity. Materials and Methods.The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient. Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect. Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.

Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study

The English language is an international language used to enhance communication in all parts of the world. Countries that do not use English as their first language experience challenges while on international forums as their ability to communicate is curtailed. Females, especially those with visual impairment problems, are mostly affected. This study aimed to investigate the challenges faced by visually impaired female students when studying English at Taif University. The study adopted a narrative inquiry approach. The researcher randomly selected the study participants from visually impaired female students who had an average understanding of English. Data were collected by administering structured interviews. Online questionnaires were used to collect data from foreign language instructors. The study finding indicated that learners found learning English easy, though faced with challenges in the classroom, curriculum design that is not wholly inclusive of the visually impaired, and lack of learning materials such as PDFs, audios, and visuals. Simultaneously, foreign language instructors had not attended any course to teach English to the visually impaired. Based on the study findings, teachers and students required training to understand and handle the VI (visually impaired) students with more attention since there is no direct provision in the department.

The Potential of Podcast as Online Learning Media for Supporting Visual Impairment Students to Introduction to Education Course in Universitas Negeri Padang

Education equality has been a critical issue in higher education where the students with special needs should obtain the equal opportunities to acquire knowledge through the appropriate learning methods and media. This article discussed the analysis of the potential of Podcast as learning media for inclusive students, specifically for those with visual impairment in online educational setting. This study conducted the qualitative methods with focus group discussion to collect the data. Four blind students from Special Education Department, Faculty of Education in Universitas Negeri Padang involved through video conference application, Zoom, approximately 50 minutes. There were two aspects would be analysed, such as: the characteristic of the learners and the course, and current learning situation. For the results, it is indicated from the students that there should have been certain methods and media to increase the engagement of inclusive students to the materials provided in online learning. As the students have difficulty in visual ability, it is necessary to develop a specific learning media to help the students cope with the problems. Developing Podcast for learning is expected to be one of the strategies to help blind students understand the topic studied more easily.

Challenges of Teaching Mathematics to Students With Visual Impairment

This study aimed at investigating the challenges of teaching mathematics to visual impaired students in school of the blind, a case study of some selected schools for the visually impaired. Questionnaire and interview were used for data collection from the respondents. The hypotheses in the study were tested using t-test with α-level of 0.05 through SPSS. The study followed a cross-section survey design and involved 80 respondents 20 for the visually impaired students, 10 for the Mathematics teachers, 10 special mathematics teachers, 40 low vision and non-visually impaired students. The findings revealed the visually impaired students receive bursaries from the government and non-government organization; meal, accommodation, and few scholastic materials from their school; extra time during mathematics classes and examination and friend support. However, constraining limitations in the method of instruction assessment used and the instructional materials provided were noted, on the basis of these findings, recommendation towards the better education of the visually impaired student studying mathematics should be encouraged and employment of special mathematics teachers.

Survey of adaptive physical education learning implementation in the SLB A in Surakarta in the academic year of 2019/2020

&lt;p&gt;&lt;em&gt;The learning and teaching process of adaptive physical education subject in SLB A or special school A in Surakarta (SLB Negeri Surakarta and SLB A YKAB Surakarta) have faced several obstacles such as the education background of the physical education teachers which are special education background not the physical education background, teachers are still unable to pay attention to the students entirely and to the aspects included in learning implementation, the lack of learning facilities and infrastructure, adaptive physical education learning that generalizes various types of disabilities, and the inactivity of students in participating in the learning process. Therefore, this study aims to discover the implementation of adaptive physical education learning process in SLB A in Surakarta. This study used quantitative method. The approach used in this study was descriptive approach and the research method used was survey method with data collecting technique of observation, questionnaire, and document study. The collecting technique used by the author was by including all of the study’s subjects as the respondents. The collected data was analyzed and tested its validity using triangulation data and triangulation method. The result of this study shows that the Implementation of Adaptive Physical Education Learning in SLB A in Surakarta in the Academic Year of 2019/2020 is lacking based on its influenced factors. Therefore, it is necessary to review and improve the policies in the adaptive physical education learning for visual impaired students.&lt;/em&gt;&lt;/p&gt;