Relevant bibliographies by topics / Blind and visually impaired learners

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Blind and visually impaired learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Blind and visually impaired learners"

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Fraser, William John, and Mbulaheni Obert Maguvhe. "Teaching life sciences to blind and visually impaired learners." Journal of Biological Education 42, no. 2 (March 2008): 84–89. http://dx.doi.org/10.1080/00219266.2008.9656116.

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Baker, David, and Lucy Green. "Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians." Research Studies in Music Education 38, no. 2 (July 24, 2016): 193–219. http://dx.doi.org/10.1177/1321103x16656990.

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This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians/music teachers, and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled “Visually-impaired musicians’ lives: Trajectories of musical practice, participation and learning”, but which came to be known as “Visually-impaired musicians’ lives” (VIML). VIML was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced “insider” perspectives from 225 adult blind and partially-sighted musicians/music teachers, and 6 sighted music teachers, through life history interviews and an international questionnaire, which collected quantitative and qualitative data. Through articulating a range of “insider” voices, this article examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools; pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners; and the educational role of notation, focusing particularly on Braille as well as other print media. The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians’ learning processes (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the varying roles of gesture, language, light and touch. There was diversity in musical participation of visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading.
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Guercio, Angela, Kathleen A. Stirbens, Joseph Williams, and Charles Haiber. "Addressing Challenges in Web Accessibility for the Blind and Visually Impaired." International Journal of Distance Education Technologies 9, no. 4 (October 2011): 1–13. http://dx.doi.org/10.4018/ijdet.2011100101.

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Searching for relevant information on the web is an important aspect of distance learning. This activity is a challenge for visually impaired distance learners. While sighted people have the ability to filter information in a fast and non sequential way, blind persons rely on tools that process the information in a sequential way. Learning is slowed by screen readers which do not interact well with web pages. This paper introduces WAVES, a tool for the fast retrieval of information in a web page for blind and visually impaired people. The paper describes the WAVES prototype, a system that performs a page restructuring of webpages. The system analyzes webpages, identifies elements of interests from a webpage, evaluates their importance by using semantic information and visual cues, sorts them by importance and uses them to restructure the webpage so that data from the original webpage are presented to the reader in a concise format. A preliminary evaluation test of the prototype system has been performed with a sample set of users. The results of the preliminary test show an increase in speed and accuracy when the WAVES system has been used.
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Galerin, Yolanda Nadya, Niken Reti Indriastuti, and Diyah Atiek Mustikawati. "A Case Study of Visually Impaired Student on A Learning Style and Learning Strategies in English Learning in Visually Impaired Charitable Institution Aisiyah Ponorogo." EDUPEDIA 5, no. 1 (May 21, 2021): 88. http://dx.doi.org/10.24269/ed.v5i1.705.

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This research aimed to find out: (1) the difficulties that faced by Visually Impaired Students (2) the learning style that used by Visually Impaired Students (3) the learning strategiess that used by Visually Impaired Students. The type of research is descriptive qualitative research in the form of case study.. There are three visually impaired students, teacher, orphanage caregiver involved in this research. In this research, the researcher used observation, questionnaire and interview for instrument. Further the data analysis used Miles and Huberman model with the steps as following: data reduction, data display, and conclusion. The result shows that the difficulties appeared because there were in inclusive class. Almost of them felt difficult when the learning process was seeing the media such as presentation or watching a visual picture or videos. To overcome it they had different strategies.. The researcher classified that One students had memory strategies, compensation strategies and social strategies. One student used affective strategies. One student used metacognitive strategies. Based on the learning style, the most of visually impaired students were auditory learners. It can seen from all of Visually Impaired Students said that it more easier when listening to the teachers but if they didn’t understand they wrote the material first on the notebook. So, the Visually Impaired Student easier to understand the material that given by the teacher through listening. Visually Impaired Student at Charitable Institution ‘AisyiyahPonorogo didn’t have visual learning style because they were totally blind.
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Ревякина, Валентина Ивановна, and Ольга Владимировна Чеботарёва. "DOMESTIC EXPERIENCE OF PEDAGOGICAL SUPPORT FOR VISUALLY IMPAIRED LEARNERS WITH MULTIPLE DEVELOPMENTAL DISORDERS: A HISTORICAL OVERVIEW." Pedagogical Review, no. 3(37) (June 9, 2021): 241–47. http://dx.doi.org/10.23951/2307-6127-2021-3-241-247.

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Рассматривается процесс становления педагогического сопровождения слепых учащихся с тяжелыми множественными нарушениями развития (на примере слепоглухих) в России и Сибири в период до революции 1917 г. и по настоящее время. Для понимания современного состояния проблемы обучения и педагогического сопровождения слепых учащихся с тяжелыми множественными нарушениями развития необходимо знать ее историю. Данное историко-педагогическое исследование позволяет проследить динамику становления специальных институтов в хронологическом порядке от зарождения до настоящего времени. Отмечено, что становление подобных учреждений состоялось на благотворительной основе без государственной финансовой поддержки. Показана роль Всероссийского общества слепых по организации трудоустройства слепых взрослых людей в 1930-е гг. и современное состояние реабилитационных центров. Рассмотрено возникновение научных школ и их роль в разработке содержания и методов обучения слепых и слепоглухих детей. Подчеркнуто, что интерес науки к обучению слепых зарождался очень медленно. Только к середине ХХ в. появилась сеть государственных специальных учреждений для слепых, слабослышащих и слепоглухих детей. Отмечены выдающиеся ученые и педагоги, оставившие значительный вклад в тифлопедагогике. This article presents the process of development of pedagogical support of visually impaired learners with multiple severe developmental disorders (exemplified by deafblind learners), including visually impaired learners in Russia and Siberia, starting prior to the revolution of 1917 until the present day. Experience has proven it is essential to know the history of pedagogical support of visually impaired learners with multiple severe developmental disorders to gain a better understanding of the current status of the subject. This pedagogical research allows you to trace the dynamics of the formation of special institutions in chronological order from the beginning to the present time. The establishment of such institutions took place on charitable basis without state financial support. The role of the All-Russian Society of the Blind in organizing the employment of blind adults and current status of rehabilitation centers are shown. The article considers the emergence of scientific schools and their role in the development of the content and methods of teaching blind and deafblind children. Pedagogical and typhlopedagogical developments that occurred many years ago leave a significant mark in science. It is emphasized that the interest of science in teaching the blind was born very slowly. Only by the middle of the twentieth century a network of state special institutions for blind and deafblind children has appeared. Some prominent scientists and teachers who have made a valuable contribution to typhlopedagogy are noted.
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Guzmán Tirado, RAFAEL. "ADOLL: A EUROPEAN UNION PROJECT FOR TEACHING SPANISH, RUSSIAN AND ENGLISH THE BLIND AND VISUALLY IMPAIRED." Cuadernos Iberoamericanos, no. 2 (June 28, 2016): 121–26. http://dx.doi.org/10.46272/2409-3416-2016-2-121-126.

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ADOLL is a European project which addresses gaps in the language learning resources for the blind and visually impaired. In particular, the project deals with the creation of a multilingual online applica-tion for language learning accessible to unsighted and partially sighted computer users. The purpose of this application is to enable learners with sight problems to acquire basic language competences in three world languages: Spanish, Russian and English. It is intended to be used by adult users (aged 16 years or older). The critical issue of the development is to ensure compliance of the innovative e-learning ap-plication with the international accessibility standards. Therefore special attention is paid to the issue of compatibility of the e-learning platform with the assistive devices widely used by the blind and visually impaired
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Jafari, Sakineh, Samaneh Jafari, and Reza Kafipour. "How Does She Learn English? A Case of a Successful Blind Language Learner." Vision: Journal for Language and Foreign Language Learning 9, no. 2 (November 19, 2020): 131. http://dx.doi.org/10.21580/vjv10i16727.

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<div><p class="StyleABSTRAKenCambria">This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources. Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.</p></div>
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Doi, Kouki, Saito Sakaguchi, Takahiro Nishimura, Hiroshi Fujimoto, and Shuichi Ino. "Assessing the Stiffness Perception of Acupressure Massage Beginning Learners: A Pilot Study." Sensors 21, no. 7 (April 2, 2021): 2472. http://dx.doi.org/10.3390/s21072472.

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Visually impaired licensed therapists must have the ability to perceive stiffness through their fingertips in the school for the blind. The teachers strive to provide careful introductory education based on a quantitative assessment of new students’ basic stiffness perception. However, assessment materials to help teachers understand new students’ stiffness perception are lacking. This study aimed to develop suitable fundamental assessment materials that visually impaired licensed teachers could use to quantitatively assess the difference in the stiffness perception ability of beginning learners in the early stages of learning. They were asked to discriminate the presented materials one at a time, which consisted of thermoplastic elastomers with different degrees of stiffness. We used these materials to compare the beginning learners’ ability to perceive stiffness with that of teachers and found that teachers answered correctly at an overall significantly higher rate. Specifically, the teachers’ correct response rate (78.8%) for the stiffness perception of all presented stimuli was approximately 15% higher than the beginning learners’ correct response rate (64.2%). These results revealed areas of stiffness that are difficult for beginning learners to identify.
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Fisher, Sara P., and Christopher Hartmann. "Math through the Mind's Eye." Mathematics Teacher 99, no. 4 (November 2005): 246–50. http://dx.doi.org/10.5951/mt.99.4.0246.

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This paper considers recommendations from the Principles and Standards for School Mathematics (PSSM) in relation to pedagogy for the visually impaired. The authors present three examples of ways that mathematics instruction for blind learners can employ representations in ways that are consistent with PSSM. In reflecting on these examples, the authors identify lessons for all mathematics teachers. The nature of these accommodations provide a new perspective on the recommendations in the PSSM.
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Lumadi, Mutendwahothe Walter, and Mbulaheni Obert Maguvhe. "Teaching Life Sciences to Blind and Visually Impaired Learners: Issues to Consider For Effective Learning Mediation Practice." Anthropologist 14, no. 5 (September 2012): 375–81. http://dx.doi.org/10.1080/09720073.2012.11891260.

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Dissertations / Theses on the topic "Blind and visually impaired learners"

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Hendrikz, Francois. "The information-seeking process of blind and visually impaired Grade 12 learners in selected South African schools for the blind." Doctoral thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32683.

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All people seek information for various reasons sometime during their lifetime. How this process has been researched and documented by various researchers is covered in this thesis, showing how the insights and lessons from various Information Seeking Models in the literature have informed and enriched this study. These models provide a good understanding of the study field and frameworks to explain the different elements of the information seeking process. All available Information Seeking Models, however, are developed based on the assumption that information seeking is performed by people with sight. How applicable these Information Seeking Models are for people who are blind and/or visually impaired is not addressed in the research. There are a number of different realities for a blind and visually impaired person seeking information, e.g. the accessibility of the technology to access the information, the accessibility of the information once it is located, the availability of technologies to assist the blind and visually impaired person to enable him/her to seek information, the availability of other people to assist the blind and visually impaired person during the information seeking process are just some of the challenges not addressed by existing Information Seeking Models. The purpose of this study is therefore to give an overview of existing Information Seeking Models and then to focus on the two leading researchers in the field, i.e. C. Kuhlthau and T.D. Wilson. These models of the information seeking process were contextualised and assessed in relation with the information needs model of N. Moore who researched the information needs of blind and visually impaired people. Based on the work of the three researchers a survey instrument was developed to determine the information seeking process of Grade 12 learners at five South African Schools for the Blind. Since Grade 12 learners must decide about their future, after completing school, it was decided to research how Grade 12 learners seek information to assist them to decide about tertiary studies or work options. The study included learners who had not yet started the information seeking process in this regard. A research instrument was designed to collect data to investigate the information seeking processes of the Grade 12 learners in order to assess the extent to which they correlated with the Information Seeking Models of Kuhlthau (1991) and Wilson (1999). The qualitative research method was followed in this study which was located in a constructivist paradigm. Interviews were conducted with 43 learners at the five schools for the blind representing the total population of Grade 12 learners registered at the selected schools. The literature confirms that low population sizes are customary when researching blind and visually impaired people. Face-to-face interviews were conducted at the five schools. The findings of the interviews were analysed through a framework analysis. Thereafter, a gap analysis was conducted to determine to what extent the findings correlated to or differed from the Information Seeking Models. From this analysis seven components were identified as part of the design of the Inclusive Information Seeking Model applicable to blind and visually impaired Grade 12 learners, a major outcome of the study. A broader application of the model is suggested. This Inclusive Information Seeking Model will raise awareness and assist people working in an information environment to make the necessary provisions, to ensure that the information seeking process for blind and visually impaired people is as successful as possible with available resources.
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Grobler, Gert H. "Experiences of blind high-school learners regarding computer use." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45889.

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The visually impaired community forms a small but integral part of South Africa with the potential to contribute meaningfully to its infrastructure and society, yet blind learners still seem to struggle with computer use. There are various barriers that stand between blind learners and computer access. In this study, I explore the experiences of blind high-school learners (n=4) with regards to computer use. A qualitative case study was applied as research design at a high-school for the visually impaired. Data sources included semi-structured interviews and focus-group discussions, which were audio-recorded and transcribed. Observation-in-thecontext was documented in research diaries and field notes. Following thematic analysis, the following themes emerged: value of computer use for blind users; barriers related to blind computer use; and future solutions and possibilities of blind computer use. Insights may inform future conceptualisation and implementation of computer use amongst blind high school learners.
Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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Ciyana, Nontobeko Minica. "Perceptions on future fulfilment of visually impaired adolescent learners at the Khanyisa Special School." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/683.

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This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.

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Jay, Jason Chaw. "FOODWAYS OF THE VISUALLY-IMPAIRED: TRAVERSING THE BLIND KITCHEN." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3125.

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In the United States, the number of visually impaired and blind Americans will rise drastically as the population continues to age; and, yet little is known about how the impact of blindness affects an individual when it comes to the experience of food provisioning and preparation. This thesis presents the study of how the blind and the visually impaired experience food provisioning and preparation. It explores how modern technology and sensory training help these groups of people traverse kitchen and grocery store environments. In thematically organized chapters, this thesis examines sensory education, nutrition and food related obstacles. This is the first study in the United States in which the experience of food provisioning, preparation of food, and consumption of food are described from the perspective of Blind and Visually Impaired Americans. In this qualitative study, food experience and the eating choices of the blind and visually impaired Americans were examined. Influential factors on the experience of food were also explored.
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Hass, Julia Louise. "Role determinants of teachers of the visually impaired." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25420.

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The trend to mainstream visually impaired students in British Columbia over the last seven years has resulted in new teacher roles--those of itinerant or resource room teachers. Changing caseloads, teaching technology and philosophy have created a dynamic milieu in which such teachers operate. This study was undertaken to fill a gap in exploratory research data on some of the factors that determine the role of these teachers in this province. A questionnaire was designed and completed by the 44 teachers of the visually impaired in British Columbia. Results of the study gave information from 40 responding teachers regarding teaching training characteristics, work setting, details on the size and characteristics of caseloads and the orientation of services. A beginning was also made in determining some common concerns and issues in the field. The need for further research in many of these areas in addition to role definition was suggested to be of benefit to both specialist teachers and other professionals with whom they consult.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Trelfa, Richard P. "Blind date : mate selection in visually impaired and sighted populations." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1794/.

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Schramel, Lori Ann. "Art criticism through multisensory instruction for visually impaired and blind students." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278739.

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This study was designed to compare the effects of a multisensory art criticism approach with a traditional (visual) art criticism approach in interpreting a work of art. Parade (1960) by Jacob Lawrence was the artwork chosen for the study. Two groups of visually impaired and blind high school participated in this study. Group 1 received the multisensory instruction, which included music, and tactile stimuli, and then the traditional instruction. Group 2 received the same exercises but in the opposite order. All students (N = 18) completed two assessments on their knowledge and interpretation of the work on Likert-type affective scales. Assessment 1 came after the first treatment for each group and assessment 2 came after the second treatment for each group. Results implied that there was an interaction between scores based on which method was presented first. The scores indicated that multisensory instruction is more effective after traditional instruction is presented.
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Bhargava, Rahul 1978. "Designing a computational construction kit for the blind and visually impaired." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/61124.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.
Includes bibliographical references (p. 67-68).
This thesis documents the adaptation and extension of an existing computational construction kit, and its use by a community of learners previously unaddressed - blind and visually impaired children. This community has an intimate relationship with the digital and assistive technologies that they rely on for carrying out their everyday tasks, but have no tools for designing and creating their own devices. Using a computational construction kit, created around the latest Programmable Brick (the Cricket), children can write programs to interact with the world around them using sensors, speech synthesis, and numerous other actuators. The Cricket system was extended with a number of specific modules, and redesigned to better suit touch and sound-based interaction patterns. This thesis documents an initial technology implementation and presents case studies of activities carried out with a small group of visually impaired teenagers. These case studies serve to highlight specific domains of knowledge that were discovered to be especially relevant for this community. Much of this work impacts approaches, technologies, and activities for sighted users of the Programmable Brick.
by Rahul Bhargava.
S.M.
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Timiri, Vijayakumar Siddharth. "An assistive navigational device for the blind and the visually impaired." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196503.

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One of the major challenges faced by the blind and the visually impaired in their daily activities, is independent navigation in an urban setting. There may be protrusions, potholes, excavations, vehicles, etc. on their path. The main aim of the assistive devices is to make the visually impaired or the blind more independent and self-sufficient. White canes and guide dogs are the primitive mobility aids they use. Currently there are many Electronic Travel Aids (ETA) and Accessible Pedestrian Signals (APS) available in the market such as the smart canes, radix rotating cone, etc.

This project presents the development, hardware implementation and testing of an Electronic Travel Aid (ETA) system, which can be used by the blind or the visually impaired for independent navigation within an urban environment. The system uses nRf24L01+ radio modules to communicate information about the street grid to user. The information includes distance to the next intersection, structure of the intersection, intersection name, and pedestrian signal status. The information is received on a hand-held device and can be converted to a voice signal by a speech synthesis device.

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Books on the topic "Blind and visually impaired learners"

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B, Truan Mila, and Sanford LaRhea, eds. Communication skills for visually impaired learners. Springfield, Ill., U.S.A: Thomas, 1987.

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Dodds, Allan. Rehabilitating Blind and Visually Impaired People. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0.

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Teachers who are blind or visually impaired. New York: AFB Press, 1998.

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Chen, Deborah. Parents and visually impaired infants. Louisville, KY (P.O. Box 6085, Louisville 40206-0085): PAVII Project and American Print. House for the Blind, 1989.

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National Association of State Directors of Special Education (U.S.). Blind and visually impaired students: Educational service guidelines. Watertown, MA: Perkins School for the Blind, 1999.

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Hersh, Marion A., and Michael A. Johnson, eds. Assistive Technology for Visually Impaired and Blind People. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-867-8.

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Ludwig, Irene. Creative recreation for blind and visually impaired adults. New York, NY: American Foundation for the Blind, 1988.

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Blind, Canadian National Institute for the. Literacy: An issue for blind and visually impaired Canadians. [Ottawa]: Canadian National Institute for the Blind, 1990.

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Rehabilitating blind and visually impaired people: A psychological approach. London: Chapman & Hall, 1993.

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Dodds, Allan. Rehabilitating blind and visually impaired people: A psychological approach. London: Chapman & Hall, 1993.

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Book chapters on the topic "Blind and visually impaired learners"

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Wexler, Alice J. "The Blind and Visually Impaired." In Art and Disability, 133–51. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623934_7.

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Harrar, Vanessa, Sébrina Aubin, Daniel-Robert Chebat, Ron Kupers, and Maurice Ptito. "The Multisensory Blind Brain." In Mobility of Visually Impaired People, 111–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54446-5_4.

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Grice, N. A. "Astronomy for Blind and Visually-Impaired People." In Organizations and Strategies in Astronomy, 217–31. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2571-6_13.

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Nguyen, Hung Quoc, Anh Hoang Lan Duong, Man Dinh Vu, Thinh Quoc Dinh, and Hoan Thanh Ngo. "Smart Blind Stick for Visually Impaired People." In IFMBE Proceedings, 145–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75506-5_12.

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Dodds, Allan. "Blindness: implications of the term." In Rehabilitating Blind and Visually Impaired People, 1–17. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_1.

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Dodds, Allan. "The family." In Rehabilitating Blind and Visually Impaired People, 159–72. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_10.

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Dodds, Allan. "Taking care of yourself." In Rehabilitating Blind and Visually Impaired People, 173–87. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_11.

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Dodds, Allan. "Models of rehabilitation." In Rehabilitating Blind and Visually Impaired People, 18–32. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_2.

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Dodds, Allan. "Psychological adjustment to sight loss." In Rehabilitating Blind and Visually Impaired People, 33–49. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_3.

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Dodds, Allan. "Perception as information-processing." In Rehabilitating Blind and Visually Impaired People, 50–73. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4461-0_4.

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Conference papers on the topic "Blind and visually impaired learners"

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Roseli, Nur Hazwani Mohamad, Nurulnadwan Aziz, and Ariffin Abdul Mutalib. "The enhancement of assistive courseware for visually impaired learners." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561368.

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Marsyelina, Dheny, Yuliarti Mutiarsih, and Tri Indri Hardini. "Development of French Learning Module for Visually Impaired Learners." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.026.

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Liu, Hang, Menghan Hu, Guangtao Zhai, Huijing Huang, Wa Zhang, Qingli Li, Yinghong Tian, and Yanling Shi. "Angel Girl of Visually Impaired Artists: Painting Navigation System for Blind or Visually Impaired Painters." In 2019 IEEE Visual Communications and Image Processing (VCIP). IEEE, 2019. http://dx.doi.org/10.1109/vcip47243.2019.8966046.

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Gialelis, John, Andreas Papalambrou, and Aristeidis Hlias. "ASTRONOMY FOR THE BLIND AND THE VISUALLY IMPAIRED." In International Conference on e-Health 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/eh2019_201910l023.

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Kunta, Vanitha, Charitha Tuniki, and U. Sairam. "Multi-Functional Blind Stick for Visually Impaired People." In 2020 5th International Conference on Communication and Electronics Systems (ICCES). IEEE, 2020. http://dx.doi.org/10.1109/icces48766.2020.9137870.

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Pathy, Nyanasegari Bhoo, Nurfarhana Mat Noh, Shahrizal Ide Moslin, and Mustafa Din Bin Subari. "Space technology for the blind and visually impaired." In 2011 International Conference on Space Science and Communication (IconSpace). IEEE, 2011. http://dx.doi.org/10.1109/iconspace.2011.6015884.

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Roth, Patrick, Lori Petrucci, Thierry Pun, and André Assimacopoulos. "Auditory browser for blind and visually impaired users." In CHI '99 extended abstracts. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/632716.632852.

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Samčović, Andreja, and Svetlana Čičević. "Multimedia Systems for Blind and Visually Impaired Persons." In Sinteza 2017. Belgrade, Serbia: Singidunum University, 2017. http://dx.doi.org/10.15308/sinteza-2017-472-478.

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Tahoun, Nourhan, Anwar Awad, and Talal Bonny. "Smart Assistant for Blind and Visually Impaired People." In ICAAI 2019: 2019 The 3rd International Conference on Advances in Artificial Intelligence. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369114.3369139.

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Agrawal, Mukesh Prasad, and Atma Ram Gupta. "Smart Stick for the Blind and Visually Impaired People." In 2018 Second International Conference on Inventive Communication and Computational Technologies (ICICCT). IEEE, 2018. http://dx.doi.org/10.1109/icicct.2018.8473344.

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