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Relevant bibliographies by topics / Special schools for the blind

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Academic literature on the topic 'Special schools for the blind'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Special schools for the blind"

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Sukma kusuma dewa and Diah ayu lestari. "Peran Guru Agama Katolik di SLB-A Karya Murni Medan." Damai : Jurnal Pendidikan Agama Kristen dan Filsafat 1, no. 3 (2024): 29–41. https://doi.org/10.61132/damai.v1i3.53.

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Teaching Catholic Religious Education (CRA) classes to blind children is not easy. Qualified teachers who know how to handle children with special needs, such as the blind. The research "The Role of Catholic Religious Teachers in Special Schools (SLB-A) Karya Murni Medan was carried out with the aim of finding out the Role of Catholic Religious Teachers in Special Schools (SLB) Karya Murni Medan. religion for blind students. In this research, researchers used qualitative descriptive techniques with interview methods involving the school: the principal, two Catholic religious teachers, two Cath

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Permatasari, Dian. "Learning Assistance For Blind Students to Improve Mathematical Ability." SPIRIT OF SOCIETY JOURNAL 6, no. 1 (2022): 32–38. http://dx.doi.org/10.29138/scj.v6i1.1881.

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In Indonesia, an education system is implemented where students with special learning needs can get an education in public schools. One type of child with special needs accepted by public schools is blind. Blind children usually have various things during learning, such as difficulty in understanding abstract concepts, low learning motivation, slow to understand the material, and need to understand repetitive material. Therefore, community service is required to provide special assistance to blind students to help students learn mathematics. Partners in this service are two blind students from

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Sarwendah, Sri, Henri Hartman, and Muhammad Alfin. "OVERVIEW OF BLIND-CHILDREN CARIES INDEX IN SPECIAL NEED SCHOOLS IN CIMAHI CITY." Journal of Health and Dental Sciences, Volume 2 No 2 (September 30, 2022): 356–74. http://dx.doi.org/10.54052/jhds.v2n2.p365-374.

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Blind people have limitations in receiving dental and oral health information. It can facilitate the occurrence of caries. Blind people have limitations in performing various activities that require vision assistance, such as maintaining oral and dental hygiene when brushing their teeth, so blind people often experience multiple problems with their teeth, one of which is caries. This study aimed to determine the caries index in blind children in SLBN A Cimahi City and SLBN A Bandung City. The study used a cross-sectional design and consecutive sampling. The number of samples was 21 blind child

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Aghaji, Ada E., Richard Bowman, Vincent C. Ofoegbu, and Andrew Smith. "Dual sensory impairment in special schools in South-Eastern Nigeria." Archives of Disease in Childhood 102, no. 2 (2017): 174–77. http://dx.doi.org/10.1136/archdischild-2016-311285.

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In a cross-sectional study to determine the magnitude of dual sensory impairment (DSI-combined hearing and vision loss) in children in single-disability special education schools, children in schools for the blind and schools for the deaf in four states in South-East Nigeria were examined by an ophthalmologist and otorhinolaryngologist to determine the level of their disability and to identify other disabilities if any. Participants were all students with childhood blindness or childhood deafness. The magnitude and causes of DSI and the burden of undetected DSI were the main outcome measures.

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Agustina, Rina, Nurul Farida, and Muhammad Irfan. "Learning mathematics outcomes using Android for blind students based on Newman's theory." Journal of Education and Learning (EduLearn) 18, no. 3 (2024): 1048–57. http://dx.doi.org/10.11591/edulearn.v18i3.21454.

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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment—extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta—contributed to the stu

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Tulumović, Ševala, and Aida Mujkić Mašić. "DIFFERENCES IN INCIDENCES OF UNDESIRABLE BEHAVIOR PATTERNS IN CHILDREN WITH VISUAL IMPAIREMENT BASED ON EDUCATIONAL CONDITIONS." Research in Education and Rehabilitation 7, no. 1 (2024): 138–45. http://dx.doi.org/10.51558/2744-1555.2024.7.1.138.

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The aim of this research was to examine incidences of undesirable behavior patterns in children with visual impairment in relation to educational conditions. The sample consisted of two groups of visually impaired children: blind children (N=19), visually impaired children (N=44), selected from the population of visually impaired children from the first to eighth grades in regular elementary schools in the Tuzla Canton, and the population of blind and visually impaired children in special education boarding schools, also from the first to eighth grades in Centers for Blind and Visually Impaire

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Rina, Agustina, Farida Nurul, and Irfan Muhammad. "Learning mathematics outcomes using Android for blind students based on Newman's theory." Journal of Education and Learning (EduLearn) 18, no. 3 (2024): 1056–65. https://doi.org/10.11591/edulearn.v18i3.21454.

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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment— extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta— contribu

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Saenal, Selfiana, Muhammad Jazuli, and Syakir Syakir. "Increasing Student Creativity Through The Implementation Of Dance Learning In Special Schools (SLB)." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 5424–31. http://dx.doi.org/10.33487/edumaspul.v7i2.7292.

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Abstrak Dance training in schools is one of the basics of learning in cultivating the talent and capacity of stunt actors, and dance learning is very important, considering that dance learning underlines the course of training in developing character which includes coaches and stunt performers and can build the imagination of stunt development for children. normal children as well as for children who have physical or mental disabilities who meet the requirements for dance learning. The aim of this research is to examine the creative dance movements of blind students who use the storytelling le

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Sri, Astuti Indriyati. "Design of Special Needs Schools for the Blind with a Behavioural Architecture Approach." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 2 (2025): 1131–36. https://doi.org/10.5281/zenodo.14949842.

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In education, children with special needs require specific services, which are different from children in general. Planning and Designing Special Schools for the Blind are required specifically optimally starting from Site Design to Building Design. The study resulted in the identification of the Walking Path Concept, Optimization of Artificial Lighting, Directional Facilities, Selection of Circulation Forms, Appropriate Circulation Design and Design, Transition Space and Interaction Space, Selection of Mass Composition that ensures comfort, safety and security in studying at the School for Ch

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Zebehazy, Kim, and Elizabeth Whitten. "Collaboration between Special Schools and Local Education Agencies: A Progress Report." Journal of Visual Impairment & Blindness 97, no. 2 (2003): 73–84. http://dx.doi.org/10.1177/0145482x0309700203.

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This study explored the types of services that schools for students who are blind or have low vision (special schools) provide to students in local education agencies, the extent and quality of collaboration that occurs between them to promote effective services, and perceived changes to improve the process.

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Dissertations / Theses on the topic "Special schools for the blind"

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Mikutel, Douglas William. "From "Silence and darkness" : historical origins of the Florida School for the Deaf and Blind /." Link to online version, 2004. http://etd.lib.fsu.edu/theses/available/etd-05252004-181636.

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McConachie, Lisa Joann. "An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?" PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2948.

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An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness fo

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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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Chiu, Ying-Ting. "Uncovering Issues in Science Education for Students with Visual Impairments Through the Examination of Science Identity at a Specialized Residential School for the Blind." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597844001665559.

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Ngxata, Ncediwe Gratia. "An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008096.

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The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when pr

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Evyapan, Naz A. G. Z. "The design process of a toy with educational objectives for blind and visually impaired pre-school children : a design process model for problem identification, novel concept development, and frequent involvement of the user group." Thesis, University of Kent, 2002. http://www.research.ucreative.ac.uk/id/eprint/1056.

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This thesis investigates design methods and phase models towards a reinterpretation of the design process towards a specific design task. The study reveals the essence of the process as a design process core, onto which may be built design process models to suit design tasks of diverse nature and scale.

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Lau, Wai-yue Theresa. "The integration of blind students in Hong Kong secondary schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627279.

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Marks, Lori J. "Software Applications for the Blind: JAWS and Virtual Pencil." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3674.

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Masoodi, Jennifer J. "School reform in residential schools for the blind : a historical investigation /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7661.

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Lau, Wai-yue Theresa, and 劉惠如. "The integration of blind students in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627279.

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Books on the topic "Special schools for the blind"

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Pennucci, Annie. Comparative review of Washington State schools for students with sensory disabilities. 2nd ed. Washington State Institute for Public Policy, 2006.

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Pennucci, Annie. Comparative review of Washington State schools for students with sensory disabilities: Executive summary. Washington State Institute for Public Policy, 2006.

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University, East Texas State, and Texas School for the Blind., eds. Handbook of entry level jobs: A guide for occupational investigation for administrators, counselors, vocational and special education teachers / Lawrence T. McCarron, Texas School for the Blind. The Univ., 1985.

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Employment, Great Britain Department for Education and. Maintained special schools. DfEE, 1999.

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Great Britain. Dept. for Education and Skills., ed. Foundation schools (including Foundation special schools). Department for Education and Skills, 2004.

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1941-, McCommons Richard E., Hess Christine B, and Association of Collegiate Schools of Architecture, eds. Architecture schools, special programs. The Association, 1990.

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Gill, Wilton, ed. Special schools in Britain. Network Publishing, 1993.

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Great Britain. Department for Education. Schools requiring special measures. Department for Education, 1993.

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Arthur, Murphy, and Mignone Robert, eds. Making regular schools special. Schocken Books, 1986.

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Great Britain. Department for Education. Draft circular on the development of special schools: Draft regulations on lea-maintained special schools, grant-maintained special schools, non-maintained special schools, independent schools catering for children with special educational needs. Department for Education/Welsh Office, 1993.

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Book chapters on the topic "Special schools for the blind"

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Olsen, Mirjam Harkestad. "‘Then we had to Analyse a Picture’ – Blind Immigrant Student in Upper Secondary School." In Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. Routledge, 2023. http://dx.doi.org/10.4324/9781003327554-5.

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Topping, Keith J. "Residential Special Schools." In Educational Systems for Disruptive Adolescents. Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-3.

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Topping, Keith J. "Day Special Schools." In Educational Systems for Disruptive Adolescents. Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-4.

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Zebehazy, Kim T., and Holly Lawson. "Blind and Low Vision." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-29.

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Patterson, Karen B., Janice Seabrooks-Blackmore, and Gwendolyn Williams. "Special Education Issues." In High-Need Schools. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_6.

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Bell, Quentin. "The Special Committee." In The Schools of Design. Routledge, 2023. http://dx.doi.org/10.4324/9781032499925-10.

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Anderson, Ange. "Trampolining in special schools." In Therapeutic Trampolining for Children and Young People With Special Educational Needs. Routledge, 2020. http://dx.doi.org/10.4324/9781003010869-6.

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Wasburn-Moses, Leah. "Inclusive Schools and Classrooms." In Special Education in Practice. Routledge, 2025. https://doi.org/10.4324/9781003514268-5.

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Dorn, Sherman. "Imagined Communities and Special Education." In Schools as Imagined Communities. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_7.

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Ly. "Navigating Different Schools of Thought." In Navigating Special Education Relationships. Routledge, 2024. http://dx.doi.org/10.4324/9781032634357-19.

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Conference papers on the topic "Special schools for the blind"

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Tama, Naufal Safiq, and Rice Novita. "Visualization of Indonesian Sign Language System using Image Classification for Special Needs Students in Special Schools." In 2024 International Conference on Circuit, Systems and Communication (ICCSC). IEEE, 2024. http://dx.doi.org/10.1109/iccsc62074.2024.10616895.

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Josefsson, Pernilla, and Linda Kahlin. "DIGITAL TOOLS AND COMMUNICATION IN SPECIAL SCHOOLS: A PILOT STUDY ON MEANINGFUL INTERACTION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1882.

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Gallagher, Sarah, and Johanna Fitzgerald. "EXPERIENCE AND QUALIFICATIONS OF SPECIAL EDUCATIONAL NEEDS CO-ORDINATORS (SENCOS) IN IRISH PRIMARY SCHOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2804.

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Shiota, Kotomi. "RECREATIONAL SPORTS ACTIVITIES OF CHILDREN ATTENDING SPECIAL NEEDS SCHOOLS IN JAPAN AND EFFORTS TO SOLVE PROBLEMS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2157.

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Sarnita, F., K. Suma, I. N. Tika, and I. M. Candiasa. "Needs Analysis for Developing Interactive Multimedia to Enhance Literacy and Numeracy Skills in Students with Special Needs." In 3rd International Conference on Education, Teaching and Learning 2024. iConferences (Pvt) Ltd, 2025. https://doi.org/10.32789/edcon.2024.3103.

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Abstract: Special needs students at Baiturrahman Sondosia SLB rely on Braille and printed books for reading and arithmetic, which presents challenges in grasping complex concepts such as the structure and relative sizes of planets in the solar system. This limitation affects their engagement with reading, comprehension, and arithmetic, while also highlighting the lack of diverse learning media in the school. This study evaluated the literacy and numeracy skills of 19 special needs students (blind and deaf) aged 14–16 years, comprising 12 girls and 7 boys. The research involved a two-hour sessi

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Abdulova, Akzhibek S. "Information and ecological education at the Regional Special Library for Blind and Visually Impaired Citizens and other educational organizations in Western Kazakhstan, Republic of Kazakhstan (based on the publication)." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-13-27.

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Within the main topic, the following goals and tasks are defined as: – to support patriotic education, improve health conditions of the young generation; educate environmental friendliness, responsibility and nature-oriented attitude in the young generation; – to identifyg main vectors and conditions for efficient ecological education at the Regional Special Library and other educational organizations in Western Kazakhstan; – to coordinate ecological activities of secondary schools and other educational organizations of the region. Methodologically, the paper is based on the Library’s informat

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Battalova, Sania S. "The copyright and information digital accessibility for the visually impaired and disabled people." In NAFL Standing School “The libraries – path to knowledge”. Russian National Public Library for Science and Technology, 2024. http://dx.doi.org/10.33186/978-5-85638-277-7-13-16.

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The copyright norms are to balance the human rights and freedoms, public interests and the interests of authorship. The evolving international copyright law, along with protection of the authors’ rights and interests, provides for several limitations or exceptions from the authors’ rights at the national level, for special cases, if this is not prejudicial to using the work or to author’s rights. Russia’s accession to Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print Disabled (VIP Treaty) empowered amending the copyright no

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Petrova, Galina Gennadievna, Irina Aleksandrovna Besedina, and Elena Yurievna Nosonova. "EDUCATION AND SOCIALIZATION OF BLIND AND VISUALLY IMPAIRED CHILDREN (INCLUDING THOSE WITH COMPLEX DEVELOPMENTAL DISORDERS) IN MBPEE Special (correctional) boarding school № 39." In Коррекционно-развивающая среда и инклюзивная практика помощи детям с ОВЗ. Автономная некоммерческая организация дополнительного профессионального образования "Сибирский институт практической психологии, педагогики и социальной работы", 2020. http://dx.doi.org/10.38163/978-5-6043858-5-2_2020_120.

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Oprisan, Emilia, and Ianculescu Gabriela. "USING ROBOBRAILLE PROGRAM IN CURRICULAR AND EXTRACURRICULAR ACTIVITIES FOR PEOPLE WITH VISUAL IMPAIRMENTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-130.

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RoboBraille is a complex program, specifically designed for dislexo-dysgraphic people, for those with serious visual impairments and for blind people, developed by the National Centre for Children and Youth with Visual Impairments from Denmark in collaboration with Sensus ApS. The program is presented as an e-mail and web-based service and aims to achieve the automatic transformation of documents in a variety of alternative electronic formats which come to support people with reading and writing difficulties and those with visual impairments. Romania has been participating in the project desti

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Iordache, Dragos daniel, and Aurel Patru. "FACEBOOK USE BY VISUALLY IMPAIRED STUDENTS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-165.

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Social networking sites (SNS) are characterized by user-generated content, online identity creation, and relational networking. Facebook is by far the most popular social networking site being currently used by a large diversity of users, including people with special needs. World Health Organization reports that more than 285 million people worldwide are visually impaired: 39 million are completely blind while more than 246 million have low vision. Visually impaired people are a distinct category among the users of social networks. They are using the social networking sites with a set of acce

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Reports on the topic "Special schools for the blind"

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Baumgardt, Douglas. Special Event Discrimination Analysis: The TEXAR Blind Test and Identification of the August 16, 1997 Kara Sea Event. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada354672.

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Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7461.

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Kahuroa, Raella, and Hazel Woodhouse. Initial consultation report for the redesign of the early childhood degree at the University of Waikato. The University of Waikato, 2024. http://dx.doi.org/10.15663/j34.46578.

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In mid-2023 a redesigned early childhood education (ECE) Bachelor of Teaching degree was proposed. An extensive consultation with the ECE sector, and related special interest groups, was undertaken to support the redesign proposal. The initial consultation period, undertaken with ECE settings, primary schools, and stakeholder organisations took place between June 2023 –October 2023.

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Tadros, Mariz. Violence and Discrimination against Women of Religious Minority Backgrounds in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.003.

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The theme of this special collection of papers, the lived experiences of women who belong to religious minorities, has been a blind spot both in international development policy engagement and in much of the international scholarship on women, security and peace. Women who belong to religious minorities, who are socioeconomically excluded and are vulnerable to multiple sources of gender-based violence in Pakistan seem to have fallen through the cracks of the ‘leave no one behind’ agenda. The aim of this volume is to shed light on the day-to-day experiences of women and their families who belon

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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities

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Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internati

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Smyth, Emer, and Helen Russell. Trends in Disability Prevalence among Young People: Insights from the Growing Up in Ireland Study. ESRI, 2024. http://dx.doi.org/10.26504/rs192.

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Background to the study This report draws on analyses of the two cohorts of the Growing Up in Ireland (GUI) study to examine trends in the prevalence of disability among 13-year-olds over the decade 2011/2012 to 2021/2022. The report looks at changes over time in the size and composition of those with a long-lasting condition (LLC) or disability, at the presence of socio-emotional difficulties and/or depressive symptoms among these groups, and at a range of adolescent outcomes. The prevalence of long-lasting conditions and disability The prevalence of disability is highly dependent on the defi

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Veung, Naron, and Seyhah Ven. Exploring Insights into Vocational Skills Development and Industrial Transformation in Cambodia. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.131.202110.

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Industrial development is central to Cambodia’s economic development as it plans to upgrade the country’s status to an upper-middle-income country by 2030 and to a high-income country by 2050. Equipping the workforce with the skills and competencies that match industrial needs requires a great deal of continuous efforts and resources. In this regard, this paper aims to look into the linkage between skills and transformation based on employers’ perspectives. It explores insights into how companies perceive and use the skills and qualifications of their employees to overcome changes in technolog

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Doom-monitoring Students’ Online Interactions and Content Creation in Schools. ACAMH, 2023. http://dx.doi.org/10.13056/acamh.23251.

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Abstract:

In this ‘Papers Podcast’, we are joined by Professor Andra Siibak and Kristjan Kikerpill (pic) to discuss their CAMH journal 2023 Special issue paper ‘Schools engaged in doom-monitoring students' online interactions and content creation: an analysis of dominant media discourses’.

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Adverse Childhood Experiences for schools – a MindEd e-learning Training (recording). ACAMH, 2022. http://dx.doi.org/10.13056/acamh.21414.

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This free session was the second of ACAMH’s Adverse Childhood Experiences (ACEs) Special Interest Group Monthly seminars. In this session we discussed ‘Adverse Childhood Experiences for schools – a MindEd e-learning Training’.

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