Journal articles: '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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Ungar, Simon, Angeles Espinosa Bayal, Mark Blades, Espernaza Ochaita, and Christopher Spencer. "Use of Tactile Maps by Blind and Visually Impaired People." Cartographic Perspectives, no. 28 (September 1, 1997): 4–12. http://dx.doi.org/10.14714/cp28.686.

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Most research on tactile maps has focused on aspects of map design and methods of construction. Relatively little attention has been paid to theway in which blind and visually impaired people actually use tactile maps for everyday way finding tasks. This paper reports on studies carried out in Madrid and Sheffield which consider how people gain spatial knowledge from tactile maps. In the Madrid study, participants were introduced to an urban area by one of three instructional methods: direct experience, tactile map or verbal description. Those who learned the area with the map were considerably more proficient in following the route unguided than were participants who received the other two instructional methods. However the different methods had little effect on the participants' overall representation of the space. It is possible that the map reading strategies used by the participants were effective for gaining practical route-based knowledge but did not give the participants an overall spatial representation of the area. To explore this possibility further, the Sheffield study considered the effect of individual differences in map reading strategies on the type of mental representation which visually impaired people acquire from a tactile map. It was found that those participants who acquired an accurate and full representation of the map used different map learning strategies from those who performed less well. We suggest implications of these studies for the education and rehabilitation of blind and visually impaired people.

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Harrell, Rona L., and Felice A. Strauss. "Approaches to Increasing Assertive Behavior and Communication Skills in Blind and Visually Impaired Persons." Journal of Visual Impairment & Blindness 80, no. 6 (June 1986): 794–98. http://dx.doi.org/10.1177/0145482x8608000604.

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Many visually impaired individuals are found to be too passive or too aggressive in their social interactions. Lack of assertive behavior is related to the concept of learned helplessness. Components of assertive behavior are described with suggestions for enabling the visually impaired person to develop these skills. The underlying concepts of assertion training are explained along with specific techniques to be utilized in the school or rehabilitative setting. With a structured intervention resulting in improved assertiveness skills, blind or partially sighted individuals can increase their effectiveness in communicating with others and can feel more in control of their lives.

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ZAIEN, SAHAR. "Evaluating the Social Media Usage Pattern Among the Hearing Impaired and Visually Impaired Students at University of Tabuk." International Journal of Social Sciences and Humanities Invention 7, no. 03 (March 17, 2020): 5840–51. http://dx.doi.org/10.18535/ijsshi/v7i03.03.

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Social media is a modern innovation for effective communication. Researchers are investigating a useful framework to integrate social media in an educational setting of deaf and blind students. Deaf or hearing impaired and visually impaired people have poor communication skills that cause lowered social interactions and make them feel isolated. The current study aimed at evaluating the social media usage pattern among the deaf or hard of hearing and visually impaired students. The findings revealed that the majority of the students used Whatsapp for communication purposes. Furthermore, the use of social media bolstered communication among the deaf or hearing impaired and visually impaired students with ordinary people. The study revealed that the primary motivation behind social media usage was social interaction. The social media usage pattern was found to be statistically significant with the motivation behind usage. The social media usage pattern was also statistically significant with the experienced benefits of increased communication. Moreover, the study also revealed that students had learned something from social media usage. These associations were found to be statistically significant at P≤0.05.

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BENACCHIO, LEOPOLDO. "USING THE NETWORK FOR EDUCATION AND OUTREACH IN ASTRONOMY." International Journal of Modern Physics C 12, no. 04 (May 2001): 505–17. http://dx.doi.org/10.1142/s0129183101002589.

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This paper is divided into two parts. In the first the project of didactics and outreach "Catch the Stars in the Net!" is described, while in the second one an account of some important lessons learned on the way the Network use change the rules of the play is given. An account of the new Web module: "The Universe at Your fingertips", especially developed for visually impaired and even completely blind Web users in finally given.

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Erin, J. N., K. Dignan, and P. A. Brown. "Are Social Skills Teachable? A Review of the Literature." Journal of Visual Impairment & Blindness 85, no. 2 (February 1991): 58–61. http://dx.doi.org/10.1177/0145482x9108500205.

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This article reviews studies that have attempted to increase three types of social skills in blind and visually impaired individuals: assertiveness training, interactional skills, and skills in physical communication. Each study is described briefly, and the procedures and results are noted. Most of the studies reported increased social skills following intervention; however, many did not report empirical evidence of change. The articles also demonstrate a need for the follow-up and generalization of learned skills, as well as for the application of skills with preadolescent children.

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Navarrete, Marga. "The use of audio description in foreign language education." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 129–50. http://dx.doi.org/10.1075/ttmc.00007.nav.

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Abstract Audio description (AD) is a type of audiovisual translation (AVT) used for making video content accessible to the blind and visually impaired. Over the last decade, the pedagogic potential of AVT in foreign language learning (FLL) has gained increasing recognition by experts. However, AD as a didactic tool in FLL is an innovative area that has received very little attention so far, despite its significant potential for language learners. In addition, many experts in Applied Linguistics have shown a growing interest in the study of fluency, pronunciation and intonation. With these ideas in mind the author of the present article has carried out a small scale preliminary experiment with university students of Spanish as a foreign language. This article presents the methodological framework of the experiment which includes the instruments for data gathering. Although only six students completed the experiment, their responses were positive and encouraging as they found active AD tasks useful for language learning. It is hoped that the lessons learnt will inform the methodological framework for larger scale studies.

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Indriastuti, Faiza, and Wawan Tri Saksono. "ADAPTASI TEKNOLOGI QR CODE AUDIO PADA TORSO BIOLOGI UNTUK SISWA TUNANETRA." Kwangsan: Jurnal Teknologi Pendidikan 6, no. 2 (December 9, 2018): 137–55. http://dx.doi.org/10.31800/jtp.kw.v6n2.p137--155.

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Studying Biology for students with visual impairment and other visual impairments has been a difficult task, especially when it comes to living things. During this time, biology lessons related to the system on the human body done one of them through torso learning media and it became a problem for visual impairment learners. This paper aims to conduct studies and development of the use of QR Code audio for the visually impaired. The study focused on adaptation of QR Code and audio on Torso, and implementation of Torso Audio in Biology lessons for the visually impaired and other visual disorders. The study results revealed that the Audio Torso was designed by adapting the QR Code audio which was then pinned to the intended torso. By adapting learning technology through QR Code audio, it can minimize the Biology learning gap for blind students and other visual impairments. The use of Torso Audio is done in a classical and independent manner. Classically it is used integrated with Biology learning as teaching materials. Independent use is carried out by students outside of learning hours as an enrichment material. Through the Audio Torso, educators and students get benefits and fulfilled the need for more auditive learning media. ABSTRAKMempelajari biologi bagi siswa tunanetra dan gangguan penglihatan lainnya, merupakan kesulitan tersendiri, apalagi jika menyangkut dengan kehidupan makhluk hidup. Selama ini, pelajaran biologi yang menyangkut dengan sistem pada tubuh manusia dilakukan salah satunya melalui media pembelajaran torso dan itu menjadi permasalahan tersendiri bagi peserta didik tunanetra. Tulisan ini bertujuan untuk melakukan kajian dan pengembangan terhadap pemanfaatan QR Code audio bagi tunanetra. Kajian difokuskan pada adaptasi QR Code dan audio pada Torso, dan pemanfaatan Torso Audio pada pelajaran Biologi bagi tunanetra. Hasil kajian diketahui bahwa Torso audio dirancang dengan mengadaptasi QR Code audio yang selanjutnya disematkan pada torso yang dimaksud. Dengan melakukan adaptasi teknologi pembelajaran melalui QR Code audio, dapat meminimalisir kesenjangan pembelajaran Biologi bagi siswa tunanetra dan gangguan penglihatan lainnya. Pemanfaatan Torso Audio dilakukan secara klasikal dan mandiri. Secara klasikal dimanfaatkan terintegrasi dengan pembelajaran Biologi sebagai bahan ajar. Pemanfaatan secara mandiri dilakukan oleh peserta didik diluar jam pembelajaran sebagai bahan pengayaan. Melalui Torso Audio tersebut, pendidik dan peserta didik mendapatkan manfaat dan terpenuhi kebutuhan media pembelajaran yang lebih auditif.

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M, Madhushree, Sushmitha M, and Manjunath C. R. Soumya K. N. "Blind Navigation: Technologies for Visually Impaired." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 561–66. http://dx.doi.org/10.31142/ijtsrd13030.

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Şimşek, Ömer, Eralp Altun, and Alev Ateş. "Developing ICT skills of visually impaired learners." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4655–61. http://dx.doi.org/10.1016/j.sbspro.2010.03.745.

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Dak, Ahmad Yusri, Saadiah Yahya, and Nik Mariza Nik Abdull Malik. "Grocery shopping assistant for visually impaired." Social and Management Research Journal 5, no. 1 (June 2, 2008): 49. http://dx.doi.org/10.24191/smrj.v5i1.5145.

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Providing a great shopping experience to shoppers is the most competitive strategy taken by every grocery owners. They are striving to satisfy the growing demands of todays savvy shoppers. Unfortunately, most ofthe grocery owner is not actively pursuing a solution to create an independent shopping environment to their customers who are blind and visually impaired people. The information printed at the grocery items make shopping independently impossible for the blind and very difficult for visually impaired people. This sensory capability limits their shopping activities in identifying items at the grocery store. There are many kinds of grocery items that can be identified by the means of touch or smell such as vegetables and fruits, but it is a challenging effort to differentiate packaged items. Therefore, blind shoppers must rely on assistance from sighted individual or grocery store employee to help them in getting the exact items which may be burdening and a waste oftheir time. This situation will restrict the independence movement ofthe blind shoppers. The Grocery Shopping Assistant was created to assist the blind in identifying grocery items during shopping using Radio-frequency Identification (RFlD) and text to speech technology. The blind only need to touch the RFID tag attached at the grocery item to the RFID scanner. The necessary product information regarding the item will be extracted from the database based on the primary key. This text-based information will be converted into a voice based and push to the user s hand phone via Bluetooth technology. The implementation of this system allows blind people to shop as efficiently and safely as anyone else without having to rely on anyone. This study also investigates user satisfaction of the system. The result exhibits that the users are very impressive with the shopping independence that this system can offer them.

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Tran, Thi Minh Phuong, and Phuong Dzung Pho. "A Case Study of How Visually Impaired Learners Acquire Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 1–10. http://dx.doi.org/10.30605/25409190.97.

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The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

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Sewe, O. P. "Blind and Visually Impaired Adults in Kenya." Journal of Visual Impairment & Blindness 85, no. 6 (June 1991): 273. http://dx.doi.org/10.1177/0145482x9108500612.

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López, María Dolores Lorenzo. "Accessibility for blind and visually impaired people." International Congress Series 1282 (September 2005): 1038–40. http://dx.doi.org/10.1016/j.ics.2005.05.197.

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Kocyigit, Nihat, and Pinar Sabuncu Artar. "A Challenge: Teaching English to Visually-impaired Learners." Procedia - Social and Behavioral Sciences 199 (August 2015): 689–94. http://dx.doi.org/10.1016/j.sbspro.2015.07.599.

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Tulumović, Ševala, Branka Eškirović, and Izeta Husić-Đuzić. "PROBLEMS WRITING FROM DICTATION FOR BLIND AND VISUALLY IMPAIRED STUDENTS." Journal Human Research in Rehabilitation 7, no. 1 (April 2017): 34–39. http://dx.doi.org/10.21554/hrr.041704.

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Aim of this research was to get insight into mistakes that occur while blind and visually impaired students, and students with no visual disabilities, when writing by dictation. Respondents sample was consisted of three groups of students: blind (N = 51), visually impaired (N = 42) and students with no visual disabilities (N = 123). Respondents sample included students from first to fourth grade of elementary schools in Tuzla Canton as well as blind and visually impaired students from boarding schools and students from first to fifth grade in centers for blind and visually impaired children and youth, as well as population of blind and visually impaired students from first to fourth grade that are integrated into regular elementary schools in Tuzla Canton in Bosnia and Herzegovina. Obtained results have shown that in variable groups for errors estimate in variables for writing by diction of words consisting of uppercase and lowercase letters, where blind and visually impaired students mostly made mistakes in form of inability to write dictated words, grammatical errors, errors in letters and syllables: relocation, leaving out, adding, separating words and concatenating them. Level of literal development is very important for preventive acting as well as timely rehabilitation.

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Schreier, E. M. "The Future of Access Technology for Blind and Visually Impaired People." Journal of Visual Impairment & Blindness 84, no. 10 (December 1990): 520–23. http://dx.doi.org/10.1177/0145482x9008401009.

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Many new products and services coming into general use or in the research stage may have considerable benefits for blind and visually impaired people. However, these newer technologies are not yet computer accessible to blind and visually impaired people. This article describes some of these products and services and discusses their potential use by blind and visually impaired people and the work that needs to be done to make them accessible.

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Sancheti, Mr Tanmay J. "E-Mail Reader for Blind People." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 30, 2021): 4710–12. http://dx.doi.org/10.22214/ijraset.2021.35252.

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To develop a voice primarily based email system that will facilitate visually impaired individuals to access email in a problem free manner. Together with providing usage of mail services simply and with efficiency, the system also will cut back the psychological feature work that must be unremarkably taken by the visually impaired to recollect and sort characters using the normal Braille keyboards, which are accessible to them. The graphical user interface of this method has been evaluated against the interface of the traditionally accessible mail system. Not only for visually impaired, but also for people who are illiterate might have the benefit of this technique. The foremost crucial facet which will be thought of developing this technique is that the users of this technique does not have any basic information regarding the keyboard shortcuts used or wherever the keys are used for. All functions to be utilized in this technique are supposed to be easy mouse click operations creating the system very user friendly. This application proposes an android application, designed specifically for visually impaired individuals. This application provides a voice primarily based mailing service which provides them to browse and send mail on their own, without any guidance. The users ought to use certain keywords which can perform certain actions for e.g. Read, Send, and Compose Mail, Address Book etc. This EMAIL system is utilized by a visually handicapped person to access mails easily and with efficiency. Therefore reliance of visually impaired on others for his or her own activities associated with mail are often reduced.

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Rogge, Ann-Kathrin, Daniel Hamacher, Giulia Cappagli, Laura Kuhne, Kirsten Hötting, Astrid Zech, Monica Gori, and Brigitte Röder. "Balance, gait, and navigation performance are related to physical exercise in blind and visually impaired children and adolescents." Experimental Brain Research 239, no. 4 (February 7, 2021): 1111–23. http://dx.doi.org/10.1007/s00221-021-06038-3.

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AbstractSelf-motion perception used for locomotion and navigation requires the integration of visual, vestibular, and proprioceptive input. In the absence of vision, postural stability and locomotor tasks become more difficult. Previous research has suggested that in visually deprived children, postural stability and levels of physical activity are overall lower than in sighted controls. Here we hypothesized that visually impaired and blind children and adolescents differ from sighted controls in postural stability and gait parameters, and that physically active individuals outperform sedentary peers in postural stability and gait parameters as well as in navigation performance. Fourteen blind and visually impaired children and adolescents (8–18 years of age) and 14 matched sighted individuals took part. Assessments included postural sway, single-leg stance time, parameters of gait variability and stability, self-reported physical activity, and navigation performance. Postural sway was larger and single-leg stance time was lower in blind and visually impaired participants than in blindfolded sighted individuals. Physical activity was higher in the sighted group. No differences between the group of blind and visually impaired and blindfolded sighted participants were observed for gait parameters and navigation performance. Higher levels of physical activity were related to lower postural sway, longer single-leg stance time, higher gait stability, and superior navigation performance in blind and visually impaired participants. The present data suggest that physical activity may enhance postural stability and gait parameters, and thereby promote navigation performance in blind and visually impaired children and adolescents.

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Bogusz, Edyta, Hanna Koprowska, and Ewa Skrodzka. "Performance in a Pitch Memory Task by Visually Handicapped Children and Youths." Archives of Acoustics 37, no. 4 (December 1, 2012): 549–53. http://dx.doi.org/10.2478/v10168-012-0064-x.

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Abstract The present work discusses results concerning sound perception obtained in a pitch memorization experiment for blind and visually impaired subjects (children and teenagers). Listeners were divided into two age groups: 7-13 year olds and 14-18 year olds. The study tested 20 individuals (8 congenitally blind and 12 visually impaired) and 20 sighted persons comprising reference groups. The duration of the experiments was as short as possible due to the fact that our listeners were children. To date, no study has described results of such experiment for blind/visually handicapped children and teenagers. In the pitch memory experiment blind teenagers outperformed blind children and both age groups of visually impaired subjects in two out of three tested cases. These results may have implications for the development of auditory training in orientation and mobility of young visually handicapped people.

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Chalifoux, L. M., and B. Fagan. "Labeling Children who are Visually Impaired “Disadvantaged”." Journal of Visual Impairment & Blindness 91, no. 6 (November 1997): 531–38. http://dx.doi.org/10.1177/0145482x9709100604.

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This article presents a review of several factors that lead to the label of “disadvantaged,” with a focus on the blind or visually impaired youngster. It is noted that children who are blind or visually impaired are at greater risk than sighted children to be considered as disadvantaged. Some practical solutions to these disadvantaging circumstances are offered along with suggestions for future research.

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Bogusz-Witczak, Edyta, Ewa Skrodzka, and Hanna Turkowska. "Influence of Musical Experience of Blind and Visually Impaired Young Persons on Performance in Selected Auditory Tasks." Archives of Acoustics 40, no. 3 (September 1, 2015): 337–49. http://dx.doi.org/10.1515/aoa-2015-0037.

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AbstractThe impact of musical experience on results concerning sound perception in selected auditory tasks, such as pitch discrimination, pitch-timbre categorization and pitch memorization for blind and visually impaired children and teenagers is discussed. Subjects were divided into three groups: of those with no experience of music, with small musical experience and with substantial musical experience. The blind and visually impaired subjects were investigated, while sighted persons formed reference groups. To date no study has described impact of musical experience on results of such experiments for blind and visually impaired children and teenagers. Our results suggest that blind persons with musical experience may be more sensitive to frequency differences and differences in timbre between two signals as well as may have better short-term auditory memory than blind people with no musical experience. Musical experience of visually impaired persons does not necessary lead to better performance in all conducted auditory tasks.

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Dmitrova, L. V. "LIBRARY SERVICES FOR BLIND AND VISUALLY IMPAIRED CITIZENS." Proceedings of SPSTL SB RAS, no. 2 (July 5, 2020): 99–103. http://dx.doi.org/10.20913/2618-7515-2020-2-99-103.

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Blind and visually impaired citizens are a special category of people with disabilities. According to the World Health Organization data, there are about 39 million blind people around the world and 246 million people have very low vision. The formation of a barrier-free environment in the field of social services, culture, education, employment is the most important task for representatives of federal and regional authorities, ministries and departments. Institutions of various profiles are doing great work on socio cultural rehabilitation of persons with restricted health abilities and on ensuring them equal opportunities with other citizens to participate in social life. Library services for people with complete or partial loss of vision are part of the social rehabilitation system. People of this category are provided with information by special libraries for the blind and visually impaired as well as by the network of state and municipal libraries. In the context of globalization, there rises the question of integrating special libraries for the blind and publicly accessible libraries into the united system for to provide disabled people with information services. The article gives a brief characteristic of publications devoted to library services for blind and visually impaired citizens. Library specialists actively discuss ways of uniting resources and promoting services for people with total or partial loss of vision for to raise effectiveness in solving tasks of adaptation for this group of inhabitants. Such system could support people, having restrictions on vision, in full realization of their rights and liberties, create conditions for raising culture of consumption of products and social sphere services.

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Worth, Tammy. "Counseling patients who are blind or visually impaired." Pharmacy Today 20, no. 3 (March 2014): 26. http://dx.doi.org/10.1016/s1042-0991(15)30949-x.

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Liljedahl, E. "Neuropsychological assessment of the blind and visually impaired." Archives of Clinical Neuropsychology 15, no. 8 (November 2000): 666. http://dx.doi.org/10.1016/s0887-6177(00)80025-6.

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McDonnall, Michele Capella. "Employer Attitudes Toward Blind or Visually Impaired Employees." Rehabilitation Counseling Bulletin 58, no. 1 (September 24, 2013): 29–36. http://dx.doi.org/10.1177/0034355213504140.

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Liljedahl, E. "Neuropsychological assessment of the blind and visually impaired." Archives of Clinical Neuropsychology 15, no. 8 (November 1, 2000): 666. http://dx.doi.org/10.1093/arclin/15.8.666.

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Umadevi, Ms S., and Mrs S. Sebija. "Electronic assistive aid for blind and visually Impaired." International Journal of Engineering Trends and Technology 23, no. 5 (May 25, 2015): 263–67. http://dx.doi.org/10.14445/22315381/ijett-v23p249.

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Williamson, Kirsty, Steve Wright, Don Schauder, and Amanda Bow. "The Internet for the Blind and Visually Impaired." Journal of Computer-Mediated Communication 7, no. 1 (June 23, 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.2001.tb00135.x.

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., Shraddha Bunnan. "ULTRSONIC BLIND WALKING STICK FOR THE VISUALLY IMPAIRED." International Journal of Research in Engineering and Technology 05, no. 05 (May 25, 2016): 350–52. http://dx.doi.org/10.15623/ijret.2016.0505065.

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Koh, Donna. "Music Catalog for Blind and Visually Impaired Patrons." Music Reference Services Quarterly 22, no. 1-2 (March 7, 2019): 30–41. http://dx.doi.org/10.1080/10588167.2019.1583494.

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Чуйкин, Сергей, Sergey Chuykin, Татьяна Снеткова, Tat`yana SNETKOVA, Галина Акатьева, Galina AKATYEVA, Эльвира Снеткова, and El`vira SNETKOVA. "DENTAL MORBIDITY IN BLIND AND VISUALLY IMPAIRED CHILDREN." Actual problems in dentistry 14, no. 4 (December 25, 2018): 93–97. http://dx.doi.org/10.18481/2077-7566-2018-14-4-93-97.

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Background. The article presents the results of a dental examination of 68 schoolchildren of 12-15 years with visual impairment. Objectives ― to study the dental status of blind and visually impaired children in the period of permanent bite, the necessity of sanation, the level of dental care. Methods. The prevalence and intensity of dental caries, dental-maxillary anomalies, soft tissue anomalies, functional disorders of the dental-maxillary system, the hygienic condition of the oral cavity, the necessity of sanation, the level of dental care of the examined schoolchildren were estimated. For determination of the intensity of dental caries the KPU index was used. The study of the structure of this index made it possible to determine the necessity of sanation of the oral cavity, the level of caries intensity (PEC index, Leus PA, 1990) and the level of dental care (USP index, Leus PA, 1988) in this category of schoolchildren. The hygienic condition of the oral cavity was estimated by the Green-Vermillion Index. The examination results were put down into the children’s registration cards of dental status (WHO, 2013). Results. During the dental examination, a high prevalence and intensity of dental caries, poor oral hygiene among schoolchildren aged 12-15 years with visual impairment were found. The majority of the examined children suffered from dental-maxillary anomalies, anomalies of soft tissues, dysfunction of the dental-maxillary system. Anomalies of separete teeth had the largest percentage among the tooth-jaw anomalies. As a result of the examination, a high necessity of sanation and an insufficient level of dental care were established. Conclusions. The results of this work indicate the necessity of the planning measures for the prevention and treatment of dental diseases of children with this pathology.

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HUNG, Shu-Ling, Mei-Fang CHEN, Yu-Hua LIN, Chia-Chan KAO, Ya-Wen CHANG, and Hui-Shan CHAN. "Lifestyle in Visually Impaired or Blind Massage Therapists." Journal of Nursing Research 26, no. 5 (October 2018): 348–55. http://dx.doi.org/10.1097/jnr.0000000000000242.

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Plazar, Janja, Cécil J. W. Meulenberg, and Aksinja Kermauner. "Science education for blind and visually impaired children." Metodički ogledi 28, no. 1 (July 16, 2021): 167–90. http://dx.doi.org/10.21464/mo.28.1.10.

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Nowadays, science education is based predominantly on the principle of constructivism, according to which children should be active participants in the learning process and construct their knowledge based on experience. For blind or visually impaired children, science education methods and educational tools must be adapted according to their perceptual needs, in order for these children to be active participants in the learning process. The aim of the current paper is to describe the latest view on active and inquiry-based learning in science education for blind or visually impaired children while simultaneously minimizing misconceptions. Further, the paper compiles the recent research that enables prosperous and high-quality adaptive educational approaches and tools. Thus, the content of this paper will be useful for both science teachers and researchers of inclusive classrooms.

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Lieberman, Lauren J., Katie Ericson, Maria Lepore-Stevens, and Karen Wolffe. "The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study." Journal of Visual Impairment & Blindness 115, no. 1 (January 2021): 28–41. http://dx.doi.org/10.1177/0145482x20987021.

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Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

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Zaretskaya, Zh M., G. Kh Ayupova, and I. Yu Pavlova. "Medical rehabilitation for the visually impaired." Kazan medical journal 67, no. 4 (July 15, 1986): 305–6. http://dx.doi.org/10.17816/kazmj70562.

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Among the surveyed disabled people working at the training and production enterprise of the All-Russian Society of the Blind in Beloretsk, 51.2% were men and 48.8% were women. Most of them were of working age, from 20 to 59 years old.

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Kyrychok, Andrii. "THE OVERVIEW OF INVESTIGATION IN THE FIELD OF BANKNOTE DESIGN FOR VISUALLY IMPAIRED PEOPLE." EUREKA: Physics and Engineering 3 (May 31, 2018): 33–41. http://dx.doi.org/10.21303/2461-4262.2018.00639.

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This essay aims to elaborate the technology when it comes to banknote making for visually impaired members of the society. The visually impaired are divided in three subgroups: color-blind, partially sighted and blind people. Their first needs are useful denomination features rather than security features, as they help them in determining a banknote’s value. This study provides a historical overview of banknote design features for the visually impaired. Furthermore, it looks into the methodology of banknote tests for the color-blind, showing images of how the color-blind experience the euro banknotes. Two features are needed for every subgroup of the visually impaired to establish the banknote’s value; one is not reliable. These two features are dedicated firstly to the relevant user group, but will also be used by others, including people with normal vision.

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Rex, E. J. "Issues Related to Literacy of Legally Blind Learners." Journal of Visual Impairment & Blindness 83, no. 6 (June 1989): 306–13. http://dx.doi.org/10.1177/0145482x8908300611.

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Literacy has become a national concern explored by television, newspapers, and magazines. Formerly considered to be mainly an educational issue, employers are now equally concerned. Indeed, the concern has spread beyond reading and writing literacy and now includes math, computer, and even cultural literacy. Thus, braille literacy has far-reaching implications for the education of visually handicapped children, for their eventual employment, and for their quality of life in general. This final article responds to the issues addressed by preceding articles and comments. It also addresses other issues, such as the delivery of services to blind and other visually handicapped children and the preparation of their teachers, which were not the focus of the other authors.

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Pereira, L. M. "Spatial Concepts and Balance Performance: Motor Learning in Blind and Visually Impaired Children." Journal of Visual Impairment & Blindness 84, no. 3 (March 1990): 109–11. http://dx.doi.org/10.1177/0145482x9008400302.

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The present study addresses the main problems of blind and visually impaired children's education in relation to their motor-development problems and the ways that they can be solved. We have tried to identify factors that produce motor-development differences between them and normal children; define educational strategies that contribute best to their motor development; and investigate methodically the problem considered by Warren (1977)—the heterogeneity of blind and visually impaired children's samples—through design and multivariate analysis. We evaluated balance and spatial concepts using Leonard and Hill's test. We used a stimulative program and compared the blind and visually impaired children's performances to the visually normal children's performances.

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Rooks, Deborah L., and C. June Maker. "Inquiry: A Teaching Approach for Gifted Visually Impaired Learners." Gifted Education International 25, no. 2 (May 2009): 172–87. http://dx.doi.org/10.1177/026142940902500207.

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Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

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Nayak, Sriraksha, and Chandrakala C B. "Assistive Mobile Application for Visually Impaired People." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 16 (September 22, 2020): 52. http://dx.doi.org/10.3991/ijim.v14i16.15295.

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According to the World Health Organization estimation, globally the number of people with some visual impairment is estimated to be 285 million, of whom 39 million are blind. The inability to use features such as sending and reading of email, schedule management, pathfinding or outdoor navigation, and reading SMS is a disadvantage for blind people in many professional and educational situations. Speech or text analysis can help improve support for visually-impaired people. Users can speak a command to perform a task. The spoken command will be interpreted by the Speech Recognition Engine (SRE) and can be converted into text or perform suitable actions. In this paper, an application that allows schedule management, emailing, and SMS reading completely based on voice command is proposed, implemented, and validated. The System hopes to provide blind people to simply speak the desired functionality and be guided thereby the system’s audio instructions. The proposed and designed app is implemented to support three languages which are English, Hindi, and Kannada.

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

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