Relevant bibliographies by topics / Students with visual impairments

Contents

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

Academic literature on the topic 'Students with visual impairments'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Students with visual impairments"

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Abbasi Jondani, Javad. "Locus of Control in College Students with and Without Visual Impairments, and the Visual Characteristics that Affect It." Journal of Visual Impairment & Blindness 115, no. 1 (2021): 42–54. http://dx.doi.org/10.1177/0145482x20987019.

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Introduction: According to previous research, locus of control (LOC) has a crucial role in an individual’s psychological well-being. The purpose of this study was 3-fold: (1) comparing LOC of college students with and without visual impairments while controlling for gender, educational level, and age; (2) investigating the relationship between LOC and visual characteristics in college students with visual impairments; and (3) predicting LOC of these students using their visual characteristics. Methods: The design of this study was causal-comparative. The statistical population included a sample of college students with and without visual impairments who were enrolled at the University of Isfahan, Iran. Fifteen of the 20 college students with visual impairments were selected through convenience sampling and amongst sighted students, 15 individuals were selected in a way that they were matched with college students with visual impairment regarding gender, educational level, and age. The Rotter Locus of Control Scale was used to measure LOC. Also, visual impairment characteristics and demographic data were collected. The results were analyzed by t-test and stepwise regression analysis. Results: Results indicated no significant difference between LOC of college students with and without visual impairments ( p > .05), and both groups tended to have internal LOC on average. The results indicated that adjustment to visual impairment and the recent status of visual impairment might predict the LOC of a college student who is visually impaired and explained 59.2% of its variance with this sample ( p < .005). Discussion: LOC of college students with visual impairments was similar to their sighted counterparts. The better adjusted the person was to his or her visual impairment and the less worsening the status of visual impairment was, the higher internal LOC he or she had. Implications for practitioners: Families and society can help individuals with visual impairments build their internal LOC, by teaching them how to adjust to their disability and providing them the conditions to increase their independence. At the same time, preparing them for entering university may also help them develop their sense of internal LOC.
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Stanimirovic, Dragana, Branka Jablan, Sladjana Stojkovic, and Miroslav Stamankovic. "Estimation of loneliness in students with visual impairments." Vojnosanitetski pregled 74, no. 11 (2017): 1013–18. http://dx.doi.org/10.2298/vsp150723292s.

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Background/Aim. Loneliness is becoming more frequent, especially in young people. Some authors believe that visual impairments increase the risk of loneliness. Empirical data on its manifestation in persons with visual impairments are contradictory. The aim of this research was to determine the degree of loneliness in students with visual impairments and their peers from general population. Methods. A comparative research was conducted on a sample consisting of 36 visually impaired students and 101 students without visual impairments (control group). Students with visual impairments were divided into 3 subgroups with regard to the degree of visual impairments (students with low vision, legally blind, and totally blind students). University of California Los Angeles Loneliness Scale (which assesses the general loneliness) and Social and Emotional Loneliness Scale (which assesses social loneliness, family loneliness, and romantic loneliness) were used in our investigation. Results. The results showed that the general loneliness was significantly lower in the group of students with visual impairments than in the control group (t = 2.121; p = 0.036). There were no significant differences in the Social and Emotional Loneliness Scale between the group with visual impairments and the control group. No significant differences were determined in the level of loneliness among students with a different degree of visual impairments. There are significant differences in the manifestation level of social loneliness, family loneliness, and romantic loneliness (Wilk?s lambda = 0.604; p ? 0.000) in the group of students with visual impairments. Romantic loneliness was manifested the most, followed by social loneliness, while family loneliness was the least manifested. Conclusion. With regard to the results of our research, visual impairment alone is not a crucial factor of loneliness in students with visual impairments. Further studies on protective factors of loneliness can contribute to its prevention in young people with visual impairments.
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Sacks, S. Z., and A. L. Corn. "Students with Visual Impairments: Do They Understand Their Disability?" Journal of Visual Impairment & Blindness 90, no. 5 (1996): 412–22. http://dx.doi.org/10.1177/0145482x9609000507.

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This study explored what children know about their visual impairments, how they communicate the information to other people, and their questions about their visual impairments. Eighty-nine children, aged 6–16, from 19 states completed a 35-item questionnaire that was administered by their teachers of students with visual impairments. Among the study's findings were that only 34 percent of the children could name their visual impairment and only 13 percent could state which part of their eye (or visual system) was affected.
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Gee, Stephanie, and Kim T. Zebehazy. "Supporting Students with Visual Impairments Who Are Culturally and Linguistically Diverse: The Role of the Cultural Liaison Within Educational Teams." Journal of Visual Impairment & Blindness 114, no. 4 (2020): 249–62. http://dx.doi.org/10.1177/0145482x20939471.

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Introduction: This study explored the role of the cultural liaison on educational teams that support families from culturally and linguistically diverse (hereafter, diverse) backgrounds who have a child with visual impairment. Methods: Focus groups were conducted with teachers of students with visual impairments, cultural liaisons, and classroom teachers, all who had worked with diverse families and students with visual impairments in an urban Canadian school district. Transcripts of the focus groups were coded for common and divergent themes within and across groups. Results: The groups identified a need for better understanding the role of the cultural liaison, clearer communication in the translation process including messages that may be lost in translation, and more opportunities for teachers of students with visual impairments and classroom teachers to connect with cultural liaisons to develop cultural competency. Discussion: The findings highlight the importance of having access to cultural liaisons and the need to make sure all members are clear about their roles. Cultural liaisons may need additional support about resources from teachers of students with visual impairments, while those same teachers would benefit from understanding the parent perspective on visual impairment. Implications for practitioners: Classroom teachers and teachers of students with visual impairments may want to seek out professional development from cultural liaisons. Teachers of students with visual impairments can provide cultural liaisons with a list of common visual impairment terms to allow time for appropriate translation and questions before a meeting. Cultural liaisons may want to ensure that differing cultural viewpoints of the family are communicated clearly to team members and vice versa.
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Brian, Ali, and Justin A. Haegele. "Including Students with Visual Impairments: Softball." Journal of Physical Education, Recreation & Dance 85, no. 3 (2014): 39–45. http://dx.doi.org/10.1080/07303084.2014.875808.

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Coates, Rick Lee. "Accommodating Band Students with Visual Impairments." Music Educators Journal 99, no. 1 (2012): 60–66. http://dx.doi.org/10.1177/0027432112448478.

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Guinan, H. "Esl for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (1997): 555–63. http://dx.doi.org/10.1177/0145482x9709100607.

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This article reviews the literature on teaching English as a second language (ESL) to, and research on the acquisition of first and second languages by, both sighted and visually impaired students. Although braille should be taught to students in their first language, the author offers suggestions for teaching students in a second language when instruction in a first language is not possible. She concludes that closer cooperation between vision teachers and ESL teachers is essential for children with limited proficiency in English and visual impairments to become fully literate and communicatively competent.
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Giese, Martin, Christina Teigland, and Jürgen Giessing. "Physical activity, body composition, and well-being of school children and youths with visual impairments in Germany." British Journal of Visual Impairment 35, no. 2 (2017): 120–29. http://dx.doi.org/10.1177/0264619617689905.

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The study compares levels of physical activity, body composition values, and emotional well-being of school-age children and youths with visual impairments ( n = 115) in specialized schools with those of sighted children ( n = 118) in mainstream schools. The methodology included pedometers, bioelectrical impedance analysis, and the WHO-Five Well-being Index. In all relevant parameters, students with visual impairments achieved results comparable to those of sighted students, and the degree of visual impairment did not correlate significantly with the parameters. The results confirm the positive effects and the importance of physical activity for students with visual impairments. High levels of physical activity are possible which provide health-related benefits for children and youths with visual impairments.
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Cmar, Jennifer L. "Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments." Journal of Visual Impairment & Blindness 113, no. 2 (2019): 114–28. http://dx.doi.org/10.1177/0145482x19840454.

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Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self-Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary.
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Antonelli, Karla, Jamie O'Mally, and Anne Steverson. "Participant Experiences in an Employment Mentoring Program for College Students with Visual Impairments." Journal of Visual Impairment & Blindness 112, no. 3 (2018): 274–86. http://dx.doi.org/10.1177/0145482x1811200306.

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Introduction Mentors can help college graduates with visual impairments (that is, those with blindness or low vision) prepare for and seek employment in their chosen fields by serving as role models and sharing their experiences with mentees. Identifying mentoring activities and discussions most valued by mentees with visual impairments will facilitate the design of future mentoring programs. Methods A nationwide mentoring program for college students with legal blindness was implemented using an experimental longitudinal research design. Career mentors with legal blindness worked with mentees to develop knowledge and skills related to securing employment. Data included engagement in job-seeking activities, most helpful aspects of the mentoring relationship, and a participant evaluation of the program. Results Most mentees indicated that program activities and discussions related to visual impairment (for instance, disclosure and accommodation planning) and field-specific issues (such as career exploration and professional development) were of greatest value. Participants evaluated the program positively. Discussion Mentees valued knowledge, support, encouragement, and career guidance provided by mentors. Mentors valued the opportunity to contribute to the growth of young professionals with visual impairments. Implications for practitioners Students with visual impairments find value in specific aspects of mentoring relationships, and mentors are eager to work with students seeking employment. Topics and activities for future mentoring programs should include disclosure, accommodations, blindness skills, and job-search skills. Level of visual impairment and the career field should both be considered when pairing mentors with students with visual impairments preparing for employment.
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Dissertations / Theses on the topic "Students with visual impairments"

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Nannemann, Allison C. "ASelf-Accommodation Strategy for Students with Visual Impairments:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108379.

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Thesis advisor: David Scanlon<br>Classroom accommodations are a primary means of providing an appropriate education for students with disabilities. While there is value in student involvement in the accommodations process, the process continues to be teacher-driven, so we need to teach students to be strategic in selecting and utilizing their own accommodations. This problem holds true across disabilities, and students with visual impairments are no exception. The Student Self-Accommodation Strategy (SSA) was developed to support students with high-incidence disabilities in strategically selecting and utilizing their own accommodations. This study investigated SSA learning and performance for students with visual impairments and how learning the SSA impacted their classroom accommodation practices. The learning experiences of four students with visual impairments were compared using comparative case studies (Cresswell, Plano Clark, Gutmann, &amp; Hanson, 2003) within a sequential explanatory design (Hanson, Creswell, Plano Clark, Petska, &amp; Creswell, 2008). Mixed methods data were collected before, during, and after strategy instruction pertaining to accommodations knowledge and practices, strategy learning and performance, metacognition and self-regulated learning, and student perceptions of the SSA. Cross-case analysis revealed key findings regarding strategy instruction, strategy learning and performance, and metacognition and self-regulated learning. These key findings have implications for educating students with visual impairments and future research on the SSA. Ultimately, this study indicates that the SSA is a valuable tool for strategically selecting and utilizing accommodations; however, characteristics of individual students and their learning environments have a considerable impact on the development of strategic thinking<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.
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Wild, Tiffany Ann. "Students' with visual impairments conceptions of causes of seasonal change." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217635372.

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Cowan, Heidi Janel. "Knowledge and Understanding of Function held by Students with Visual Impairments." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316530569.

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Kart, Mehmet. "Teacher Perceptions of Resource Room Practices for Students with Visual Impairments." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492703036553633.

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Zwald, Kathy Jayne. "Perceptions of Teachers of Students with Visual Impairments on the Importance of Physical Activity and its Effect on their Students' Academic Success and Social Interactions." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195328.

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More than 60% of the adult population in the United States is overweight, and obesity has reached epidemic proportions in this country. Childhood obesity has more than doubled since 1990, and the health consequences are reflected in the rising cost of health care. There has also been a significant drop in physical activity across the country and physical education is no longer required in middle schools. The lack of physical activity and issues of weight can compromise the ability of the individual who is blind or visually impaired to maneuver through the environment safely and efficiently. The purpose of this study was to examine the perceptions of itinerant teachers of students with visual impairments about the importance of physical activity for their students with visual impairments and its effect on academic success and social relationship.Data was gathered from 175 teachers of students with visual impairments concerning their perceptions regarding the importance of physical activity and obesity and their relationship with academic success and social relationships. The teachers indicated that physical activity for their students is very important. They described a multitude of barriers that account for a lack of involvement in the general physical education classes in which they were enrolled.Teachers reported on their own personal physical activity levels in relationship to the importance they placed on their students' need to be active. The teachers did not indicate that being overweight was a particular issue with their visually impaired students, but they acknowledged that being overweight and a lack of physical activity create additional barriers for academic success and appropriate social relationships.The teachers also reported that the same barriers in physical education classes and access to recreation activities in the community that have been listed in past research studies were still in existence, and these barriers were also part of their dilemma in creating positive physical activity experiences for their students who are visually impaired. This study validated the necessity of further research to find the effective intervention strategies and programs to increase physical activity of students with visual impairments.
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Harris, Beth. "Paraprofessional Proximity and Decision Making During Interactions of Students with Visual Impairments." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195989.

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This study examined two aspects of the use of paraprofessionals with students with visual impairments: 1) the effect of paraprofessional proximity on the students' interactions with peers and teachers in the regular education classroom, and 2) factors that may influence a paraprofessional's decision to interact or not interact with a student with a visual impairment. The four student/paraprofessional case studies included data collected by means of classroom observations, demographic forms, and semi-structured interviews. The classroom observation data were analyzed using the chi-square statistics to determine relationships between paraprofessional proximity and classroom activity setting, interaction participants, interaction initiators, and type of interaction that occurred. The data collected through the interviews were coded to determine themes. The data from all the case studies were cross analyzed to determine relationships and themes across cases.Proximity of paraprofessionals to students with visual impairments in the regular education classroom appears to have an effect on the interactions that occur between students with visual impairments, peers, and teachers. More interactions occurred between students and peers and between students and teachers when paraprofessionals were at a distance. Also, when paraprofessionals were at a distance, peers and teachers were more likely to initiate interactions with students with visual impairments.The decision making process for paraprofessionals is complicated. Factors that may influence how paraprofessionals make decisions concerning students with visual impairments were professional experience, personal experience, education level and type, and how roles and responsibilities were defined. All the paraprofessionals in the study indicated at some point during data collection the need to promote independence in their students.
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Schoch, Christina Sigrid. "Teacher Variations When Administering Math Graphics Items to Students With Visual Impairments." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194668.

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This exploratory study investigated the techniques used by teachers of the visually impaired when administering math questions with graphics to students with blindness or low vision. The researcher observed and videotaped 10 pairs of students with visual impairments and their teachers while the students were taking a test that consisted of 12 graphic math items and found a wide variance existed between teachers in the administering of mathematical test items with graphics to their students. The most prevalent teacher behaviors observed were teacher initiation and graph detail description. For the majority of the teacher initiated responses, teachers gave information on a specific detail of the math graphic. Students predominantly asked for clarification regarding the math graphic itself or clarification of the math problem itself. Teachers used a variety of factors in determining if and when students required assistance during testing for large print or tactile graphics. No statistical significance was found between braille and large print groups with regard to teacher variation, student variation, and scores on test items, No relationship was found between correct answers on the test and teacher variation scores but a strong, positive correlation existed for total test time and teacher variation scores. In addition, there was no statistical significance, between the six math graph types used in this study. Hand movements of braille students were also observed, 90% of students using either both hands or mostly both hands when exploring the tactile graphic math problem. A horizontal movement was the primary direction students used when examining the tactile graphic. Recommendations were made regarding future research with large print and tactile graphics
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Serino, Lisa. "The Effect of Repeated Reading with Middle School Students with Visual Impairments." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194701.

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This study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.
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Hong, Sunggye. "The impact of early exposure to uncontracted braille by students with visual impairments." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280115.

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The current study sought to discover the impact of uncontracted braille in early stages of learning compared to contracted braille. Eight students who began learning uncontracted braille participated, and an informal reading inventory test was administered to determine their reading level, word recognition skill, and reading comprehension. Two pages of braille writing samples generated by the students were collected to find out types and frequencies of braille errors. Eight students who began learning contracted braille were matched with those who began learning uncontracted braille on four variables: school setting, gender, current levels of reading on students' Individual Education Programs (IEPs), and chronological ages. In addition, five students who began learning uncontracted braille and five teachers with experience teaching uncontracted braille from the beginning were interviewed by telephone. Using an independent group t test, it was found that the students performed equally well in reading speed, types and frequencies of braille errors, and word recognition skill whether they began with uncontracted or contracted braille. In addition, it was demonstrated that the students who began learning uncontracted braille exhibited better comprehension skill than those who began learning contracted braille Five students interviewed for the current study indicated that they began learning braille before they entered elementary school. They reported that transition from uncontracted to contracted braille took different lengths of time. Uncontracted braille was a motivational factor for family members to acquire braille skills. On the other hand, five teachers who were interviewed reported that professional journals and contact with professionals were the sources supporting teaching in uncontracted braille. Teachers were motivated to teach uncontracted braille because they believed it would be helpful for students with visual impairments who had additional disabilities to acquire braille skills for greater consistency. Two braille teachers reported that the use of uncontracted braille was helpful in collaboration with the classroom teachers because the students could receive prompt feedback from the classroom teachers. Overall, the use of uncontracted braille from the beginning of braille instruction did not present statistical differences among variables. It was found that interviewed individuals had positive experiences regarding the use of uncontracted braille.
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Books on the topic "Students with visual impairments"

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Patricia, O'Brien. Mainstreaming secondary school students with visual impairments. New Zealand Council for Educational Research, 1989.

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Trief, Ellen. College bound: A guide for students with visual impairments. AFB Press, 2005.

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Kamei-Hannan, Cheryl. Reading connections: Strategies for teaching students with visual impairments. AFB Press, American Foundation for the Blind, 2015.

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Smith, Millie. Teaching students with visual and multiple impairments: A resource guide. Texas School for the Blind and Visually Impaired, 1996.

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Loumiet, Robin. Independent living: A curriculum with adaptations for students with visual impairments. Texas School for the Blind and Visually Impaired, 1991.

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1944-, Levack Nancy, ed. Independent living: A curriculum with adaptations for students with visual impairments. 2nd ed. Texas School for the Blind and Visually Impaired, 1993.

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E, Wolffe Karen, ed. Teaching social skills to students with visual impairments: Theory to practice. AFB Press, 2005.

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Levack, Nancy. Low vision: A resource guide with adaptations for students with visual impairments. Texas School for the Blind and Visually Impaired, 1991.

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Allman, Carol B. ECC essentials: Teaching the expanded core curriculum to students with visual impairments. AFB Press, American Foundation for the Blind, 2014.

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Levak, Nancy. Low vision: A resource guide with adaptations for students with visual impairments. 2nd ed. Texas School for the Blind and Visually Impaired, 1994.

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Book chapters on the topic "Students with visual impairments"

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Taylor, Ronald L., and Les Sternberg. "Students with Visual Impairments." In Exceptional Children. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_11.

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Wolffe, Karen E. "Career education for students with visual impairments." In The Routledge Handbook of Visual Impairment. Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-11.

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Papadopoulos, Konstantinos, Zisis Simaioforidis, Konstantinos Charitakis, and Marialena Barouti. "University Examination System for Students with Visual Impairments." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08599-9_54.

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Lobo, Theresa. "Teaching E-learning for Students with Visual Impairments." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68017-6_34.

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Mulloy, Austin M., Cindy Gevarter, Megan Hopkins, Kevin S. Sutherland, and Sathiyaprakash T. Ramdoss. "Assistive Technology for Students with Visual Impairments and Blindness." In Autism and Child Psychopathology Series. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4899-8029-8_5.

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Bakken, Jeffrey P., Prasanthi Putta, and Vladimir L. Uskov. "Smart Universities: Assistive Technologies for Students with Visual Impairments." In Smart Education and e-Learning 2021. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2834-4_39.

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Sadh, Amit. "Assistive Technology for Students with Visual Impairments: A Resource for Teachers, Parents, and Students." In Advances in Information Communication Technology and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5421-6_52.

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Yamaguchi, Takehiko, Steve Johnson, Hyung Nam Kim, Yueqing Li, Chang S. Nam, and Tonya L. Smith-Jackson. "Haptic Science Learning System for Students with Visual Impairments: A Preliminary Study." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02713-0_17.

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Sheikh, Waseem. "Computer-Based Accessible Testing System for Students with Visual Impairments and Learning Disabilities." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95522-3_16.

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Utreras, Emmanuel, and Enrico Pontelli. "Design of a Tangible Programming Tool for Students with Visual Impairments and Low Vision." In Universal Access in Human-Computer Interaction. Applications and Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49108-6_22.

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Conference papers on the topic "Students with visual impairments"

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Lobo, Theresa, Graça Guedes, and Nuno Sá Leal. "Teaching E-learning for Students with Visual Impairments." In CIPAE 2020: 2020 International Conference on Computers, Information Processing and Advanced Education. ACM, 2020. http://dx.doi.org/10.1145/3419635.3419637.

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Ludi, Stephanie Ann, and Thomas Reichlmayr. "Developing inclusive outreach activities for students with visual impairments." In the 39th SIGCSE technical symposium. ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352285.

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Kim, Hyung Nam. "Haptic user interface design for students with visual impairments." In Proceeding of the eleventh international ACM SIGACCESS conference. ACM Press, 2009. http://dx.doi.org/10.1145/1639642.1639709.

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Tyurina, Nadya, and Olga Sokolova. "Training manuals focused on people with visual impairments for students of defectology." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1018.

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Drazenska, E., D. Simsik, and A. Galajdova. "Using Mathematical Software with Support for Students with Visual Impairments." In 2018 16th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2018. http://dx.doi.org/10.1109/iceta.2018.8572091.

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Luiza de Castro Barreto, Ana, Gabrielle Silva de Araújo, Maria Eduarda Ribeiro Galdino, Rayça Gomes Batista, Ana Raquel de Souza Pourbaix Diniz, and Teresa Claudina de Oliveira Cunha. "The Use of Digital Technologies as a Pedagogical Tool for Students with Visual Impairments." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212365.

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This study presents as a problem-question whether the use of the audiobook will provide the visually impaired person with the condition to adhere, take ownership, make individual and collective use ofnew technologies, these human creations whichrepresent the possibility of an increasingly growing mastery of information never imagined and its new ways of use.Within this context, the research has the following objectives: to analyze the importance of the audiobook as a pedagogical tool, as mediator of reading classes for students with visual impairment; to analyze whether digital technologies can be used to support the teaching and learning process.Regarding tothe approach ofthe problem, the research has a qualitative focus. For data collection, interviews and online questionnaires sent by WhatsApp were used. The research population and sample comprised 13 (thirteen) subjects. To carry out the interviews, several technological resources were used: Google Meet; WhatsApp and cell phone (phone call).Due to the pandemic –Covid 19 and the inevitable social isolation, digital technology was the best option for conducting the research. The interviews were transcribed using theTranscriber for Whatsappand Call Recorderapplications. The study reveals that digital technologies can and should be used to support the process of teaching and learning to students with visual impairments.That the audiobook represents another reading alternative, a complement, a support, with its own attractions, benefiting people with or without disabilities.As from the social representations extracted from the research subjects’speeches, it was possible to see that assistive technologies need to gotogether with the Braille system, called as a literacy technology, a method whichallows the visually impaired to read and write without intermediation, in other words, the person has direct contact with the text.
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Karaush, Irina S. "Family factors of psychosocial rehabilitation of children with hearing and visual impairments." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-40-46.

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. The article presents the results of a survey of 368 students of 7-18 years of special (correctional) schools, including 186 students with hearing impairments (hard of hearing and deaf) and 182 visually impaired students and 280 parents of students of special schools. The characteristics of families are given, the main characteristics that affect the mental health of children, as well as the possibilities of rehabilitation intervention are identified
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Sirikitsathian, Phatthanan, Singha Chaveesuk, and Chanboon Sathitwiriyawong. "A conceptual framework of students with visual impairments on website accessibility acceptance." In 2016 International Computer Science and Engineering Conference (ICSEC). IEEE, 2016. http://dx.doi.org/10.1109/icsec.2016.7859898.

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van Jaarsveldt, Deirdre E., and Charity N. Ndeya-Ndereya. "Making accommodations for students with visual impairments to participate in the Nominal Group Technique." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820139.

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Remy, Sekou L. "Extending access to personalized verbal feedback about robots for programming students with visual impairments." In ASSETS '13: The 15th International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2013. http://dx.doi.org/10.1145/2513383.2513384.

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Reports on the topic "Students with visual impairments"

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6284.

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Chang, Hyo Jung, and So Young Lee. Special Apparel Needs of Consumers with Visual Impairments. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-2.

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Gross, Larry. Teaching visual awareness to general education students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3250.

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Reiser, Brian, Michael Ranney, Marsha C. Lovett, and Daniel Y. Kimberg. Facilitating Students' Reasoning with Causal Explanations and Visual Representations. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada226284.

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Johnson, Harold. Increasing Visual Sensitivity in Urban School Students: a Strategy for Involving Students in Aesthetic Concerns. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1677.

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Chang, Hyo Jung (Julie), Jennifer Yurchisin, and Nancy Hodges. Consumers with Visual Impairments: Impacts of Self-Efficacy and Public Self-Consciousness on Their Clothing Selection Motivations. Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-921.

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Bell Miller, Phyllis. Helping Students Take Visual Design to New Heights: Utilizing Design Concepts to Create Fantasy Fascinators. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-769.

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Dewald, Lee S., and Jr. Orbit Determination from Visual Sightings: An Investigation of Two Angles-Only Orbit Determination Processes Including a Science Activity for Middle and High School Students. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada358890.

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Magie, Anna A., and Deborah D. Young. Building Bookstore Displays: A Collaboration Between University Fashion Students and Campus Bookstore to Develop Merchandising, Management, and Leadership Skills Through the Development of Visual Displays. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1839.

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