Relevant bibliographies by topics / Ontario Institution for the Education of the Blind

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Academic literature on the topic 'Ontario Institution for the Education of the Blind'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Ontario Institution for the Education of the Blind"

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Hutchison, Iain C. "John Oliphant, The Early Education of the Blind in Britain c.1790–1900: Institutional Experience in England and Scotland, Lampeter, Lewiston, NY, and Queenston, Ontario, Edwin Mellen Press, 2007. Pp. v + 187. Hardback ISBN 9780773452473, £64.95." Journal of Scottish Historical Studies 29, no. 1 (May 2009): 81–83. http://dx.doi.org/10.3366/e1748538x09000405.

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Hash, Phillip M. "Music Education at the New York Institution for the Blind, 1832–1863." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 362–88. http://dx.doi.org/10.1177/0022429414555983.

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The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility’s first music director, Anthony Reiff. Research questions pertained to the school’s origin and operation and to its music curriculum, pedagogy, faculty, ensembles, and resources. The NYIB provided a home and education for students ages eight to twenty-five. The music program served as recreation and vocational training and as a means of promoting the school. Reiff joined the faculty in 1835 and established a band and choir that performed throughout the city and surrounding states. In 1847, the board of managers hired George F. Root as head of vocal music and named Reiff director of the instrumental division. Sigismund Laser replaced Root in 1855 and remained at the NYIB until 1863, when both he and Reiff left the school. The faculty at the NYIB developed and promoted effective methods for teaching music to people with blindness and prepared graduates to serve as church musicians, piano tuners, and music educators. Findings from this study might serve to remind music educators of past pedagogical methods and principles applicable in teaching students who are blind today.
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Gudonis, Vytautas, and Yevhenii Klopota. "Features of Interpersonal Interaction of Blind and Visually Impaired Youth with Student Group." Pedagogika 125, no. 1 (April 13, 2017): 132–42. http://dx.doi.org/10.15823/p.2017.10.

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The paper presents outcomes research of features of interpersonal relationships, the level of perception and motivational orientations interaction of those who can see with blind and visually impaired students of higher educational institution. The attention is focused on the specifics of the social and psychological training as a means of improving communicative competence of blind and visually impaired students and optimization of their social status in the student body.
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Dergacheva, I. V., and S. V. Epifantsev. "Principles of inclusive Italian language education for people with visual disabilities." Язык и текст 4, no. 4 (2017): 139–43. http://dx.doi.org/10.17759/langt.2017040411.

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The article describes the principles of inclusive education for the Italian language of persons with visual disabilities, aimed at improving the adaptation of the learning environment for the full integration of disabled people. Learning a foreign language also involves the socialization of visually impaired and blind people in an educational institution, adaptation to the life of the institution and the methods of its work and further socialization in society.
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McEwan, R. C., S. Wier, and A. McBride. "Upgrading the Academic and Job Skills of Bund and Visually Impaired Adults in a Public Secondary School." Journal of Visual Impairment & Blindness 86, no. 7 (September 1992): 284–87. http://dx.doi.org/10.1177/0145482x9208600705.

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Since 1987, 15 blind and visually impaired adults have enrolled in a public secondary school in London, Ontario, to upgrade their academic credentials and to learn new job skills. This article describes these students, the program, and the extent to which the students have been successful and discusses the potential importance of secondary schools for the education of blind and visually impaired adults.
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OKA, Noriko. "Educational Reform in the Perkins Institution and Massachusetts Asylum for the Blind : Music Education." Japanese Journal of Special Education 40, no. 6 (2003): 689–99. http://dx.doi.org/10.6033/tokkyou.40.689.

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Dietsche, Peter H. J. "Freshman Attrition in a College of Applied Arts and Technology of Ontario." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 65–84. http://dx.doi.org/10.47678/cjhe.v20i3.183086.

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This study, conceptualized using a "person-environment fit" model of dropout, examined differentiated freshman attrition and persistence in a College of Applied Arts and Technology of Ontario. Also examined were the magnitude and timing of dropout as well as the ability of the model to explain and predict freshman attrition/persistence vs academic success/failure. The relative importance of student and institutional characteristics in the withdrawal process was also assessed. Results showed that thirty percent of the freshman cohort dropped out in the first year, with approximately half doing so in the first semester. Those variables which measured the nature of the student-institution interaction accounted for a greater amount of the variance in persistence/withdrawal than did the background and entry-level characteristics of the students alone. This confirms the validity of the "fit" model of dropout and suggests that college administrators could significantly reduce freshman attrition by carefully managing the college learning environment. Consistent with U.S. studies comparing factors influencing dropout in commuter and residential institutions, this study found academic integration and educational commitment to be of greater importance to persistence than social integration and institutional commitment. A student's intention to leave the college at mid-semester and his/her confidence in success were also found to be important determinants of freshman attrition.
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LeChasseur, Kimberly, Charles DT Macaulay, and Érica Fernández. "Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling." Critical Sociology 46, no. 7-8 (June 17, 2020): 1075–91. http://dx.doi.org/10.1177/0896920520934173.

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This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.
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Trotter, Lane D., and Amy Mitchell. "Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture." Articles 48, no. 2 (March 12, 2019): 92–108. http://dx.doi.org/10.7202/1057105ar.

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As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
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Trotter, Lane D., and Amy Mitchell. "Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture." Canadian Journal of Higher Education 48, no. 2 (August 31, 2018): 92–108. http://dx.doi.org/10.47678/cjhe.v48i2.188092.

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As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
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Dissertations / Theses on the topic "Ontario Institution for the Education of the Blind"

1

Iozzo, Alessandra. ""Silent Citizens": Citizenship Education, Disability and d/Deafness at the Ontario Institution for the Education of the Deaf, 1870-1914." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32542.

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This thesis focuses on citizenship education, disability and d/Deafness at the Ontario Institution for the Education of the Deaf (OIED), 1870-1914. It employs a critical reading of school related documents, including the school newspaper, The Canadian Mute, to examine how citizenship education evolved at the OIED and contributed to a (re)construction of the d/Deaf citizenship ideal. This (re)construction took place over two distinct periods: 1870 to1906, the “new” d/Deaf citizenship; and, 1907 to 1914, the “spoken” d/Deaf citizenship. During this timeframe, the OIED undertook a deliberate, structured program to rescue the educated d/Deaf student out from under an expansive disability label that characterized “disabled” persons as lazy, immoral, criminal, insane, unintelligent, and financial burdens. Through the OIED’s three pronged education program – d/Deaf pedagogy (teaching communication), academic and vocational curricula – the “good” d/Deaf citizen evolved as an intelligent, active, financially independent person who was cognisant of how her/his d/Deafness reflected on the broader d/Deaf community.
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Fraga, Lissandra Mendes. "A ESCOLA DE CEGOS NA HISTORIOGRAFIA DA EDUCAÇÃO ESPECIAL MARANHENSE." Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/267.

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Made available in DSpace on 2016-08-17T13:54:40Z (GMT). No. of bitstreams: 1 Dissertacao Lissandra.pdf: 14104751 bytes, checksum: bb6449d04fa0ff6fe8ee630109fcfe70 (MD5) Previous issue date: 2013-06-14
Consideration about Blind School in the Historiography of Maranhense Special Education where we propose to historicize the first educational institution created to care for disabled in the state of Maranhão. We inquire in this study the socio-historical-educational school contexts of implantation of the blind school in Sao Luis- MA, the schooling offered to the students of it, as well as its external and internal determinant traits historically constructed. In order to identify the trajectory of Special Education in Maranhão demonstrating its social and educational development, with the specific purpose to analyze the identity of Blind School in Maranhão, its social meaning and its historical density, recording, the transformation of schooling dispensed to people with disabilities, and also preserve the memory of special education in the state of Maranhão. Therefore, we had as theoretical basis about the historical context of special education, the social production and specialized educational institutions the studies of Mazzotta (2005), Jannuzzi (2006), among others. For the historicity of educational institutions we have elected studies of Magalhães (2004), and the analysis on symbolic struggles, supporters of the educational inequalities we have chosen Bourdieu e Champagne (2007) and Bourdieu and Passeron (2008). The methodology is based on the cultural history, the historiographical approach, thus we observed the particular phenomena of ESCEMA as being possessors of a subjective dependency built by historical circumstances dependent on several factors. The procedures for data collection were interviews with alumni of Blind School and teachers who participated in the time of implantation of special education in the state of Maranhão and as well as in São Luís, we also have literature and documentary research through documents most from ESCEMA file and documents of the Public Archives of the State of Maranhão. We emphasize the importance of Blind School of Maranhão in the education of people with disabilities as well as the destinations of life of these students. Despite ESCEMA have been founded at a time of little responsibility for political- governmental for disabilities, both on the issue of financial aid and in the control of these, which has brought several deficiencies in the subjects studied. However from the professional‟s destinations, mainly affective bonds of alumni to the institution, it is understood that it was fulfilled, despite the difficulties, and its social meaning.
Apreciação acerca da Escola de Cegos na Historiografia da Educação Especial Maranhense, onde se propõe historicizar a primeira instituição educacional criada para atender deficientes visuais no estado do Maranhão. Indagam-se neste estudo o contexto sócio-histórico-educacional de implantação da Escola de Cegos em São Luís-MA (ESCEMA), a escolarização ofertada aos seus alunos, como também os traços determinantes - externos e internos historicamente construídos. O propósito de identificar a trajetória da Educação Especial no Maranhão é para evidenciar a evolução social e educacional, tendo como fim específico a análise da identidade da Escola de Cegos do Maranhão, seu significado social e a sua densidade histórica, registrando-se, assim, as transformações da escolarização dispensada às pessoas com deficiência, e também a preservação da memória da educação especial no estado do Maranhão. Para tanto, teve-se como base teórica, quanto ao contexto histórico da educação especial, a produção social e as instituições educacionais especializadas - Mazzotta (2005), Jannuzzi (2006), entre outros. Para a historicidade das instituições educativas, elegeram-se os estudos de Magalhães (2004), e, na análise das lutas simbólicas, favorecedoras de desigualdades educativas, escolheu-se Bourdieu e Champagne (2007) e Bourdieu e Passeron (2008). A metodologia tem como base a história cultural, e na abordagem historiográfica observam-se os fenômenos particulares da ESCEMA como sendo possuidores de uma dependência subjetiva, construída por circunstâncias históricas dependente de diversos fatores. Os procedimentos para coleta de dados foram entrevistas com ex-alunos da Escola de Cegos e com professoras que participaram do momento da implantação da educação especial no estado do Maranhão e em São Luís. Procedeu-se ao levantamento bibliográfico e documental, com informações através de documentos em sua maioria disponíveis no arquivo da ESCEMA e no Arquivo Público do Estado do Maranhão. Ressalta-se a importância da Escola de Cegos do Maranhão na educação de pessoas com deficiência, bem como nos destinos da vida destes alunos. Apesar de a ESCEMA ter sido fundada em um momento de pouca responsabilidade político-governamental para com deficientes, tanto na questão do auxílio financeiro quanto na fiscalização destes, presume-se ser este um dos fatores das carências enfrentadas pelos seus alunos. Contudo, a partir dos destinos profissionais e, principalmente, dos laços afetivos de ex-alunos para com a instituição, entende-se que esta cumpriu, em parte, apesar das dificuldades, seu significado social.
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Ben, Tourkia Slim. "L'enseignement de mal voyants en France et en Tunisie : de la défiance visuelle au déficit pédagogique : le cas de l'enseignement des mathématiques à l'école." Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080009.

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L’instruction des ADV (Aveugles et Déficients visuels) sous-tend leur apprentissage et leur intégration aussi bien scolaire que sociale, et est fondée sur des politiques mises en œuvre dans divers pays. En France et dans d’autres pays, sont conçues au profit des ADV des politiques d’intégration dont celles en milieu ouvert et en milieu spécialisé. Les études de terrain en France et en Tunisie montrent, qu’avec de supports et de matériels spécifiques, les ADV ont pu apprendre les mathématiques en concrétisation de ces politiques d’intégration
Teaching the BVI (Blind and Visually Impaired) is the foundation of their learning and integration in both school and society, and is based on policies implemented in various countries. In France and in other countries, integration policies, in an open and specialized setting, are formed for the BVI. Field studies in France and in Tunisia show that with specific media and materials, the BVI were able to learn Math, thus concretizing these integration policies
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Santos, Paul Macedo. "From multicultural to intercultural - urban to rural higher education institution setting in Southern and central Ontario (Canada) for international students." Master's thesis, 2021. http://hdl.handle.net/10362/123964.

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The present research is an integral and final part of my Master’s degree in Didactics of English Language Teaching. The focus of this study was to see the intercultural competence of ESL instructors teaching at public post-secondary institutions in the metropolitan area of Toronto (Canada), and outside of the metropolitan area within a 75km – 200km radius. A qualitative and quantitative data collection was performed by methods of a questionnaire. This was delivered to a total of 50 ESL instructors, 25 in each area: urban and rural. The questionnaire was divided into 3 sections: educational background, international travel experience, teaching background/ experience. The study demonstrated that the instructors from the urban area had a higher intercultural awareness level in comparison with their colleagues from the rural surrounding area. Instructors from the urban area had more exposure to an international environment, or had taken educational programs overseas. Their counterparts had less international exposure, and predominately majority with domestic education only. Conclusion was reached that in part this intercultural difference was also due to a lower intercultural awareness preparation or onboarding by the institutions and/or the lack of intercultural competence curriculum in teacher training programs.
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Wakefield, Christina L. "Talking on their fingers: a study of the Ontario deaf according to the 1891 Canadian Census." Thesis, 2009. http://hdl.handle.net/1828/1606.

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This thesis examines the lives of the deaf in late nineteenth century Ontario through a statistical analysis of a dataset from the 1891 Canadian Census. I examine the characteristics of the deaf as compared to the hearing population of Ontario in terms of age, sex, marital status, occupation and geographical distribution. Though there are many statistical differences between the deaf and hearing populations, I am able to show how the availability of a formal education for the deaf in the form of the Ontario Institution for the Deaf and Dumb in Belleville, Ont, had begun to minimize the effects of these differences. Education also allowed for the creation of a socially active Ontario deaf community, held together by the Ontario Deaf-Mute Association and the Ontario Mission for the Deaf.
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Books on the topic "Ontario Institution for the Education of the Blind"

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Ontario Institution for the Education of the Blind. By-laws of the Ontario Institution for the Education of the Blind, Brantford. [Toronto?: s.n.], 1985.

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Ryerson, Egerton. Report on institutions for the deaf and dumb and the blind in Europe and in the United States of America: With appendices and suggestions for their establishment in the province of Ontario. [Toronto?: s.n.], 1987.

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Dumb, Ontario Institution for the Education of the Deaf and. By-laws of the Ontario Institution for the Education of the Deaf and Dumb, Belleville. [Toronto?: s.n.], 1986.

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Ontario. Ontario schools for the blind and the deaf regulation, under the Education Act: Regulation 296 of the Revised Regulations of Ontario, 1990 = Règlement sur les écoles provinciales pour aveugles et pour sourds, pris en application de la Loi sur l'éducation : Règlement 296 des Règlements refondus de l'Ontario de 1990. [Toronto]: Queen's Printer for Ontario = Imprimeur de la Reine pour l'Ontario, 1994.

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Fullan, Michael. Preliminary ideas for a restructured institution of education: A discussion paper. [Toronto: Ontario Institute for Studies in Education, 1994.

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Ontario Institution for the Education and Instruction of the Blind: Where it is, what it is, what it does. [Brantford, Ont.?: s.n., 1986.

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Ontario Institution for the Education of the Blind., ed. Ontario Institution for the Education and Instruction of the Blind: Where it is; what it is; what it does. [Brantford, Ont.?: s.n.], 1997.

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Ontario Institution for the Blind., ed. Ontario Institution for the Blind: Christmas concert and entertainment, Friday, December 19th, 1884. [S.l: s.n., 1987.

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1861-1911, cinquantenaire de l'Institution des jeunes aveugles de Nazareth: Fêtes jubilaires, les 27, 28 et 29 novembre 1911. Rome: Société Saint-Jean l'évangeliste, 1997.

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L' Aveugle. [Montréal?: s.n.], 1995.

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Book chapters on the topic "Ontario Institution for the Education of the Blind"

1

Acker, Sandra, and Michelle Webber. "Discipline and Publish: The Tenure Review Process in Ontario Universities." In Assembling and Governing the Higher Education Institution, 233–55. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52261-0_13.

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Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change, 181–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.

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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.
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