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1
Marks, S. B. "Understanding and Preventing Learned Helplessness in Children who are Congenitally Deaf-Blind." Journal of Visual Impairment & Blindness 92, no. 3 (March 1998): 200–211. http://dx.doi.org/10.1177/0145482x9809200307.
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The absence of both distance senses creates the need for children who are congenitally deaf-blind to rely on others to motivate them to explore and to provide the connections between exploration and communication, which is the foundation of concept development. This article links the literature on learned helplessness with best practices in teaching children who are deaf-blind to address how caregivers and teachers can prevent or reduce learned helplessness in these children.
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Sutton-Spence, Rachel. "Why we need signed poetry in bilingual education." Educar em Revista, spe-2 (2014): 111–27. http://dx.doi.org/10.1590/0104-4060.37231.
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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.
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Pinto, Vanderlei Porto, ELEN VILLEGAS CAMPOS, Gildiney Penaves De Alencar, Jackson Lemos Gonçalves, Ramon Gustavo De Moraes Ovando, Josivaldo Godoy Da Silva, Alexandra Maria Almeida Carvalho Pinto, and Geanlucas Mendes Monteiro. "THE WORK OF THE DEAF PROFESSOR AT THE UNIVERSITY." International Journal for Innovation Education and Research 7, no. 12 (December 31, 2019): 368–73. http://dx.doi.org/10.31686/ijier.vol7.iss12.2082.
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The deaf teacher is a professional who differs from another in the way he communicates, and the language used by these professionals is the Brazilian Sign Language (LIBRAS). The objective: to verify the inclusion of deaf teachers in higher education as well as to verify the assistive technologies that contribute to this process and the reality of these professionals. The methodology was a literature review of articles published between 2009 and 2017. Data werecollected from the following databases: Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SCIELO) and National Library of Medicine (PUBMED), using the keywords: teachers, deafness, universities, inclusion, assistive technologies and disability. The results showed that the inclusion of deaf teachers in higher education occurs due to the laws that determine the appointment of deaf teaching professionals as priorities for teaching LIBRAS courses in universities, being LIBRAS an Assistive Technology (TA) for the inclusion of these professionals. However, deaf teachers showed isolation due to the difficulty of communication with other teachers, having difficulties to exchange experiences beyond the strangeness of the students, about the didactics, methodology and evaluation of the deaf teacher.
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McDermid, Campbell. "Educational Interpreters, Deaf Students and Inclusive Education?" Turkish Journal of Special Education 1, no. 2019-V1-I1 (December 30, 2020): 27–46. http://dx.doi.org/10.37233/trsped.2020.0107.
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A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.
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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.
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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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Sari, Cici Aulia, and Herlinda Mansyur. "PELATIHAN PENGEMBANGAN DIRI SENI TARI PADA ANAK TUNARUNGU DI SLB WACANA ASIH KOTA PADANG." Jurnal Sendratasik 8, no. 3 (March 1, 2019): 29. http://dx.doi.org/10.24036/jsu.v7i3.103402.
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AbstractThis article aims to describe the implementation of the training activities of self development in Deaf children dance on the SLB Discourse Compassion desert. This research is classified in qualitative research that uses descriptive approach. Instrument in this study is the researchers themselves by using data collection techniques in the form of observation, interview, documentation and study of the literature. The results showed that students can transmit an interest and talent in the art of dance in self development SLB Discourse Compassion desert. In the execution of training activities of self development in SLB Discourse Compassion field, teachers implement the method of demonstration, imitation method, manual methods or gestures. The main obstacle factors for Deaf students i.e. There is on the sense of hearing, but did not close the possibility for deaf children get his rights in education like other normal children. To develop the potential of deaf children much needed role of parents, families, teachers and the school of structural aid in the goal of self development close to the art of dance in the SLB Discourse Compassion desert.Keywords: Self Development; Deaf Children.
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Christensen, Kathee M., and John Luckner. "Teacher Preparation in the 21st Century: Meeting Diverse Needs." Journal of Childhool Communication Disorders 17, no. 1 (October 1995): 27–31. http://dx.doi.org/10.1177/152574019501700105.
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This article summarizes changes that have occurred during the past decade, describes the current state of the field of education of children who are deaf or hard of hearing (i.e., whom we teach, where we teach, how we teach, and what we teach), and poses action needed in the future. It addresses these topics through a review of pertinent literature and through the presentation of information gathered from a set of teachers from diverse settings who work with students who are deaf or hard of hearing.
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Abbas, Ali, and Summaira Sarfraz. "Developing a Prototype to Translate Text and Speech to Pakistan Sign Language With Bilingual Subtitles: A Framework." Journal of Educational Technology Systems 47, no. 2 (September 3, 2018): 248–66. http://dx.doi.org/10.1177/0047239518794168.
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The purpose of the study is to provide a literature review of the work done on sign language (SL) around the world and in Pakistan and to develop a translation tool of speech and text to Pakistan Sign Language (PSL) with bilingual subtitles. Information and communication technology and tools development for teaching and learning purposes improve the learning process and facilitate both teachers and students. In Pakistan, unimpaired people face a lot of problems to communicate with deaf people due to the lack of SL understanding, learning resources, and interpreters. This problem is faced by the teachers who communicate with deaf students in the classrooms. The communication gap is filled with the development of a translation tool as Haseeb and Illyas concluded in their study that using this kind of tool, deaf people will have more opportunities to communicate with other members of society at every level. Different components of technology such as Python programming language, Natural Language Tool Kit, prerecorded PSL videos, Linux-based server, and databases are used to develop the prototype of PSL translation tool. This study provides a literature review to highlight the existing technological work done around the world and in Pakistan and also provides an architectural framework of the PSL translation tool which is developed by the researchers to facilitate the people who face difficulty to communicate with deaf people.
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Smestad, Bjørn, and Astrid Gillespie. "Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 117–38. http://dx.doi.org/10.7577/njcie.3757.
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This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three key transdisciplinary competencies—teachers’ diversity competence, teachers’ research and development competence, and teachers’ digital competence. Based on our analysis, we propose a set of dimensions to consider—within which there were important tensions in the research literature reviewed—when discussing teachers’ professional competence. These dimensions are: the 1) beneficiary, 2) teachers’ role, 3) attitudes, knowledge and skills, 4) sources of competence, 5) relationship to disciplinary content and 6) assessment. We discuss the three areas in light of these dimensions. We suggest that the complexity of being and becoming a teacher is a blind spot in research on teachers’ transdisciplinary competence and that many articles show deficit thinking about teachers.
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Forsyth, Neil. "The Tell-Tale Hand: Gothic Narratives and the Brain." Text Matters, no. 6 (November 23, 2016): 96–113. http://dx.doi.org/10.1515/texmat-2016-0006.
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The opening story in Winesburg, Ohio (1919) by Sherwood Anderson is called simply “Hands.” It is about a teacher’s remarkable hands that sometimes seem to move independently of his will. This essay explores some of the relevant contexts and potential links, beginning with other representations of teachers’ hands, such as Caravaggio’s St. Matthew and the Angel, early efforts to establish a sign-language for the deaf, and including the Montessori method of teaching children to read and write by tracing the shape of letters with their hands on rough emery paper. The essay then explores filmic hands that betray or work independently of conscious intentions, from Dr Strangelove, Mad Love, to The Beast With Five Fingers. Discussion of the medical literature about the “double” of our hands in the brain, including “phantom hands,” leads on to a series of images that register Rodin’s lifelong fascination with sculpting separate hands.
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Wiśniewska, Milena. "Music education for blind people – determinants and methodological guidelines." Konteksty Kształcenia Muzycznego 6, no. 1 (10) (June 30, 2020): 57–72. http://dx.doi.org/10.5604/01.3001.0014.2349.
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The article presents the characteristics of music education for visually impaired people. It is largely conditioned by the use of Braille’s music notation featuring a number of differences when compared to the notation used by sighted musicians. Visually impaired students can receive music education both at schools dedicated exclusively to the blind and in public institutions, together with sighted students. What may play a significant role in the provision of the best possible learning conditions for blind people is support given by educational institutions and by various organizations (in our country, the latter form of aid is relatively narrow in scope). What matters most is, however, teachers’ attitude, their willingness to understand a blind student’s situation, and frequently their readiness to introduce modifications to the methods applied on a daily basis. In order to determine what exactly is needed by visually impaired people learning music in Poland, the author of the article explored educational experiences of 24 blind people, bearing in mind the context of music education system in our country. Conclusions drawn from the conducted surveys, as well as from the subject literature, helped to formulate a number of guidelines concerning blind people’s education, directed at teachers of various music subjects; they constitute the main part of the article in question.
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Da Silva, Emely Pujolli, Kate Mamhy Oliveira Kumada, and Paula Dornhofer Paro Costa. "Analysis of Facial Expressions in Brazilian Sign Language (Libras)." European Scientific Journal, ESJ 17, no. 22 (July 12, 2021): 1. http://dx.doi.org/10.19044/esj.2021.v17n22p1.
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Brazilian Sign Language (in Portuguese, Libras) is a visuospatial linguistic system adopted by the Brazilian deaf communities as the primary form of communication. Libras are a language of minority groups, thus their research and production of teaching materials do not receive the same incentive to progress or improve as oral languages. This complex language employs signs composed of forms and hands movements combined with facial expressions and postures of the body. Facial expressions rarely appear in sign language literature, despite their being essential to this form of communication. Thereby, this research objectives are to present and discuss sub-categories of the grammatical facial expressions of Libras, with two specific objectives: (1) the building of an annotated video corpus comprehending all the categories identified in the literature of facial expressions in Brazilian sign language; (2) the application of Facial Action Coding System (FACS) (which has its origins as an experimental model in psychology) as a tool for annotating facial expressions in sign language. Ruled by a qualitative approach, the video corpus was carried out with nineteen Libras users (sixteen deaf and three hearing participants) who translated forty- three phrases from Portuguese to Libras. The records were later transcribed with the Eudico Linguistic Annotator software tool. From the analysis of the literature review, it was observed the need to classify facial expression as subcategories of lexical, as intensity, homonyms, and norm. It is believed that it is necessary to expand the studies on facial expressions, favoring their documentation and the description of their linguistic functions. Advances in this sense can contribute to the learning of Libras by deaf students and also by listeners who propose to act as teachers or as translators and interpreters of this language system.
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Alanazi, M. S. "Intervention Services for Female Visually Impaired Children in Saudi Arabia: A Qualitative Exploration." Клиническая и специальная психология 9, no. 4 (2020): 128–50. http://dx.doi.org/10.17759/cpse.2020090407.
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This study investigated how well the intervention services for blind female children in Saudi Arabia met the needs and expectations of blind female students, their parents and teachers. It explored the reasons for the particular choice of interventions and examined how they could be improved. The case study is based on the literature, mainly a documentary review of papers produced by the Ministry of Education, policies and curriculum information from the schools and other public sector documents. The study adopted a qualitative methodology, with the researcher’s involvement in interpretation of the findings clearly described in the concluding section. It also involved a series of semi-structured interviews with children, parents, and teachers followed by a series of observations at the schools. The interview findings were analysed by identifying main themes. The most important findings were that teachers needed to have a warm relationship with and a special interest in their students; there were the needs to have more flexibility and freedom in the curriculum for teachers to design school and individual curricula combined with greater use of the available technology; and more practical, useful and relevant subjects should be included to improve the quality of intervention services. The design of buildings to suit blind female children should also be considered as Saudi Arabia continues its ambitious education restructuring programme.
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Zielińska, Jolanta. "Eye tracker as a tool for special teachers - An example of application in deaf education." Special School LXXXI, no. 4 (October 31, 2020): 255–63. http://dx.doi.org/10.5604/01.3001.0014.4732.
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The introduction discusses the distinctive difficulties with reading comprehension of texts in school textbooks experienced by students with hearing impairments in the light of the literature on the subject. Then, the basics of eye tracking are outlined - a technique that was used in the author's research - including such fundamental terms as fixation and saccades. The main part of the article is a report on the author’s research whose aim was to determine the effectiveness of reading short educational texts in the field of science where different types of infographics were used, and to compare the cognitive process specific to information search in students with hearing impairments to the one in their hearing peers. A test was used as a research method. The research was conducted with the use of the eye tracking technique. Results were presented graphically and numerically. The graphical forms included: a heat map, i.e., a map showing a participant's visual fixation - and thus indirectly his or her focus of attention - and a scan path, which shows fixations and saccades following one another, thus revealing eye gaze behaviors. Conclusions from the research showed that the eye tracking technique could be used to assess a person’s cognitive activity, and in particular, to determine what information layout in an infographic is best suited to the abilities of students with hearing impairments and activates similar cognitive strategies in them to those in their hearing peers, and so should be prevalent in textbooks for this group of students.
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Lanbon, John Biitian, Kenny Cheah Soon Lee, and Siaw Yan-Li. "Enhancing Effective Teaching and Learning of ICT in the Schools for the Blind in Ghana." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (August 2022): 1–12. http://dx.doi.org/10.4018/ijwltt.20220501.oa3.
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The paper examines role of the Information and Communication Technology (ICT) in Special Education in Ghana. Taking the relevant literature as the guiding principle, the paper addresses the opportunities, barriers and challenges posed by the integration of Assistive Technologies devices in schools for the blind and visually impaired in the teaching and learning process. The paper shows that inadequacies of teachers’ knowledge and skills in Assistive Technologies coupled with lack of these technologies are some of the greatest hindrances to effective teaching in the schools for the Blind in Ghana. Educators and policy makers acknowledge Evidence-Based Teaching as one of the most effective strategies for teaching the blind and the visually impaired.The paper highlights that effective integration of Assistive Technologies into schools will help bridge the digital gap between the blind and the sighted in Ghana
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Setiawan, Tutus, Gunawan Tanuwidjaja, and Mohamad Ali Muhaidhori. "PENINGKATAN RANCANGAN WAYFINDING (MENEMUKAN JALAN) UNTUK SEKOLAH PENYANDANG DISABILITAS VISUAL DI SURABAYA DAN PELUANG PENGEMBANGANNYA UNTUK BANGUNAN PUBLIK LAINNYA." ATRIUM: Jurnal Arsitektur 5, no. 1 (June 10, 2020): 23–30. http://dx.doi.org/10.21460/atrium.v5i1.70.
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Title: Wayfinding Design Improvement for the Blind School in Surabaya and Development Opportunities for Other Public Buildings
Yayasan Pendidikan Anak Buta (Blind Children Education Foundation or YPAB) Special Junior High School in Surabaya is a dedicated institution for teaching blind students. Unfortunately, the school is found less accessible for the blind because it was designed for the farming school with spread buildings’ footprints in the 1970s. A literature review and accessibility evaluation conclude that besides architecture improvement, a small architectural model is needed to teach the students to be able to conduct orientation and mobility. The model should be accessible to blind students, total blind and low vision, with various information such as voice, braille, contrasting colour, and tactile marking. This architecture model is designed in collaboration of YP AB teachers, Architecture Program Study, Electrical Program Study of Petra Christian University and Prototype Studio. The model is created with laser cutting and equipped with electronic circuits for the voice of wayfinding instructions for blind students. The model is found improving the blind students to practice orientation and mobility in the school. Further research pursues improving public building wayfinding for the blind persons as described in the State Library of Queensland (SLQ).
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Paradowska, Elżbieta. "Inclusive education as seen by mainstream preschool teachers." Special School LXXXI, no. 2 (April 30, 2020): 85–98. http://dx.doi.org/10.5604/01.3001.0014.1334.
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Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.
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Fedorenko, Myroslav Igorovych, and Serhii Victorovytch Horokhov. "Phased approach to information competence formation of future teachers of visually impaired." International Journal of Pedagogy, Innovation and New Technologies 4, no. 1 (June 30, 2017): 42–46. http://dx.doi.org/10.5604/01.3001.0010.4982.
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The article deals with a phased approach to the development of information competence of future teachers of visually impaired, which was implemented in teaching students of "Special education (pedagogy for the blind)." General pedagogical and special literature about the introduction of the latest computer technologies in educational process of secondary and higher education was analyzed, as well as the level of development of this in Ukraine. The interpretation of the concepts of "computer training", "information and computer competence of tiflopedagog" and "readiness to use the latest computer technology by future teachers" was high lighted. The content of training in computer technology was identified and justified for the future teachers of visually impaired, which is a system of information and disciplines of computer sphere, associated with the study of the multifaceted phenomenon of information technologies, as well as the patterns and characteristics of its manifestations in various spheres of professional work of teachers of visually impaired. The efficiency of a phased approach is shown on training of students of the Faculty of Correctional Pedagogy and Psychology of National Pedagogic University named after N.P. Dragomanov.
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Roy, Krishnendu. "The Creation of Particular Learning Methods for Blind Children." Asian Review of Social Sciences 7, no. 2 (August 5, 2018): 62–65. http://dx.doi.org/10.51983/arss-2018.7.2.1431.
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The aim of the research is to provide a disseminate view on the methods for learning for visually impaired children. The economic factors along with psycho-social aspects have impacted blind education in India. Due to the lesser number of population, not impacting much on the productivity of the state, visually impaired children suffer the consequence of social and political ignorance leading to incomplete education and illiteracy. The current research is based on thematic analysis of the information gathered from literature review. As per the research it can be concluded that the role of family, specialized teachers and schools for special education in educating blind children is crucial for their academic achievement, building good grades which would further contribute to their employment. With several innovations on learning techniques, Braille method has always been the oldest and common used. Apart from Braille the use of virtual reality method for spatial knowledge have been quite frequently used to teach blind children. It can be recommended that in order to fit into the cut-throat competition of achieving educational success for future progression, it is equally important to educate physically disabled children by making them specially-abled through several learning techniques utilizing other skills apart from visualization.
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Mok, Jeffrey Chi Hoe, and Anita Ann Lee Toh. "Improving the ability of qualitative assessments to discriminate student achievement levels." Journal of International Education in Business 8, no. 1 (May 5, 2015): 49–58. http://dx.doi.org/10.1108/jieb-12-2013-0048.
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Purpose – This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students’ varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach – The business communication course in this study involved more than 10 teachers and 350 students each semester. Data were collected from four semesters of assignment grades to compare the distribution of grades in semesters that used blind marking and in the one that did not (the control group). The standard deviations of marks for each assignment were calculated and compared. Findings – Findings show that blind marking contributed to a wider spread of marks. The study concludes that blind marking, when implemented together with criterion-referenced marking rubrics, can improve the ability of qualitative assessments to discriminate student achievement levels. Originality/value – Research in the use of criterion-referenced marking rubrics has revealed that assessing with marking rubrics resulted in a wider range of marks awarded because assessors felt that the rubrics helped them make more objective judgments of students’ work (Kuisma, 1999). By this token, it could be argued that because blind marking allows more objective judgment of students’ work (by reducing rater bias), it seems to reason that marks might be awarded on a wider range of the marking scale. However, current literature on blind marking and grade/mark dispersion has yet to reveal a study on whether blind marking is able to increase the spread of marks, and therefore, indicate that an assessment instrument is effective is discriminating a range of student achievement levels. This paper should add to the current research on higher quality of educational assessments.
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Hidayat, Hidayat, and Muhammad Yusuf. "Rancang Bangun Perangkat Belajar Braille Elektronik Berbasis Raspberry Pi." Ultima Computing : Jurnal Sistem Komputer 12, no. 1 (July 2, 2020): 1–8. http://dx.doi.org/10.31937/sk.v12i1.1541.
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The aim of the present research was to design and implement a braille electronic learning device for helping children who are blind in studying. The method used was an experimental method that includes the study of literature, the design process, the process of implementing tool manufacturing and also functional testing. This is made easier for blind people to learn to arrange words, translate words. The system designed consists of the Raspberry Pi as the main data processor, six push-buttons as input for braille codes, five push-buttons as control buttons, external MMC memory as a storage place for the operating system documents used by Raspberry Pi and also as a storage place for digital information such as applications that are made and also voices and the speaker functions as voice output, and also the LCD functions to display letters or numbers entered by users, it is only intended for teachers or instructors who can see when accompanying blind students. The overall system test results produce the expected output, which can speak words or numbers and translate words in two languages (Bahasa-English) correctly.
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Rudinger, Belinda. "Non-visual access to print and its barriers." Forum Pedagogiczne 10, no. 2 (July 18, 2020): 29–43. http://dx.doi.org/10.21697/fp.2020.2.03.
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This literature review examines the multiple barriers to non-visual access to print by people who are blind. An in-depth consideration of existing research on specific issues related to screen readers and refreshable braille displays is provided. These barriers include the complexities involved in the conversion of print to alternate media (tactual and auditory), assistive technology instruction and readiness of teachers of students with visual impairments, lack of research on best practices for instruction, and a variety of issues related to technological constraints in the areas of accessibility, usability, and user experience. Recommendations for practice and future research in the areas of screen readers and refreshable braille displays are included.
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Carpenter, James. "EFL Education for the Visually Impaired in Japan: Data from Five Interviews." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 57–78. http://dx.doi.org/10.5294/laclil.2020.13.1.4.
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The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need.
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Світлана Литовченко. "PROSPECTS FOR THE DEVELOPMENT OF A SPECIAL SCHOOL (ON THE MATERIALS OF DISCUSSION WITH TEACHERS)." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 136–43. http://dx.doi.org/10.31499/2307-4906.4.2020.224183.
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The article presents current trends in the education of children with special educational needs; innovations in the context of the reform of the Ukrainian school, in particular regarding the content of education; objective changes in the activities of special educational institutions (expansion of the categories of special educational needs of students, introduction of the concept of bilingual education, development of deaf pedagogical technologies of work with children with cochlear implants, etc.). The authorʼs training “Prospects for the development of a special educational institution” was presented, during which, together with teachers, action strategies for responding to existing challenges in teaching students with hearing impairments were developed.Articleʼs purpose: based on the analysis of theoretical sources and opinions of practitioners to determine the main prospects for the development of a special educational institution in the areas (content of education/educational programs, categories of students, level and timing of full secondary education, correctional and developmental support). Conclusions: the analysis of the professional literature shows the urgency of the problem of development of special institutions of general secondary education, the definition of guidelines for reform in accordance with modern changes. At the same time, it is important to create conditions for communication between scientists and teachers-practitioners, to organize trainings and discussions that provide an opportunity to compare problems and find ways to solve them. Based on the generalization of the opinion of practitioners, important aspects of modernization of special education are identified: variability of the standard curriculum and study programs, which takes into account the individual educational needs of students; organization of correctional and developmental, psychological and pedagogical, medical and rehabilitation support; raising the professional level of teachers taking into account changes in modern education; providing special textbooks, manuals and other resources, including electronic, etc.
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Bascopé, Martín, Paolo Perasso, and Kristina Reiss. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development." Sustainability 11, no. 3 (January 30, 2019): 719. http://dx.doi.org/10.3390/su11030719.
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During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.
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Maxson, B. J., N. E. Tedder, S. Marmion, and A. M. Lamb. "The Education of Youths who are Deaf-Blind: Learning Tasks and Teaching Methods." Journal of Visual Impairment & Blindness 87, no. 7 (September 1993): 259–62. http://dx.doi.org/10.1177/0145482x9308700705.
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The major discovery of this study was that the techniques that the teachers of students who are deaf-blind used most often to teach certain types of learning tasks appear to be at variance with the findings of studies on the learning needs of these students. That is, the teachers preferred methods of structuring learning tasks over methods stressing sensory input. Implications for further research on the learning styles of deaf-blind persons and for the training of teachers are presented.
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McLetchie, B. A. B., and S. Z. C. MacFarland. "The Need for Qualified Teachers of Students who are Deaf-Blind." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 244–48. http://dx.doi.org/10.1177/0145482x9508900309.
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According to national surveys, only about 6 percent of teachers who work with students who are deaf-blind have specialized training in the field. The few new graduates of teacher preparation programs in the field, coupled with the shortage of specially trained teachers, indicates that there is a critical need to train more teachers to meet the unique needs of these students.
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Huebner, K. M., C. Kirchner, and J. G. Prickett. "Meeting Personnel Training Needs: The Deaf-Blind Self-Study Curriculum Project." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 235–43. http://dx.doi.org/10.1177/0145482x9508900308.
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The federal Office of Special Education Programs funded a consortium-based project that produced a self-study manual, a videotape and discussion guide, a reprints collection, annotated bibliographies, and an in-service training manual. This article highlights the field-test evaluation of these materials by teachers, which provides a glimpse into the professional situation of the primary target group—teachers without specific training for teaching students who are deaf-blind. The teachers’ pre- and posttest knowledge and attitudes about teaching these students are also analyzed.
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Ozcinar, Assoc Prof Dr Zehra. "Message from editor." International Journal of Innovative Research in Education 4, no. 1 (August 20, 2017): 1. http://dx.doi.org/10.18844/ijire.v4i1.2309.
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Message from Editor
Dear Readers,
It is a great honor for us to publish fourth volume, first issue International Journal of Innovative Research in Education (IJIRE).
International Journal of Innovative Research in Education welcomes original empirical investigations and comprehensive literature review articles. The journal aims to promote new innovative ideas in all fields of education.
The journal provides an international platform for researchers, managers, scientists, professionals and professors of educational sciences to publish high quality refereed papers comprising comprehensive leading trends of education.
Topics on product design education, cultural heritage acquirements in social studies curriculum, teachers’ perspectives on using smart boards and tablet pc in teaching, attitudes of the teachers towards Fatih Project and the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotional regulation skills are included into this issue. The topics of the next issue will be different. We will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in the next volume.
A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication for this issue.
We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Assoc. Prof. Dr. Zehra Ozcinar
Editor – in Chief
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 3 (December 3, 2016): 67. http://dx.doi.org/10.18844/cerj.v6i3.1239.
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Message from EditorDear Readers,It is the great honor for us to publish sixth volume, third issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Improving the quality of higher education, teacher training, views of university students on internet addiction, teachers’ views on contemporary society and comparing professional education and general education topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of thirteen (13) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (July 24, 2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.
Full textAbstract:
Dear Readers,
It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Abu Bakar, Ahmad Izzuddin, Norain Hamdani, and Nur Ain Alias. "Challenges Faced by Malaysian Muslims’ Deaf Community in Learning Akidah: Discussions and Suggestions." Journal of Quran Sunnah Education & Special Needs 3, no. 2 (December 3, 2019): 22–27. http://dx.doi.org/10.33102/jqss.vol3no2.45.
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This article discussed on the challenges faced by the deaf in studying Akidah. The methodology used in this study is a qualitative approach where the primary data is gathered through obsevation and interview of several Akidah specialists,special needs education teachers and parents with deaf children. This findings then supported with secondary data obtained from records from relevant institution and past literatures. The results showed that there are many challenges faced by Muslims’ deaf community in Malaysia particulary in learning and understanding knowledge related to Akidah. Several suggestions were also made and it is hopeful that this study will raise awareness of all parties, especially religious institutions, Ministry of Education (MOE), Social Welfare Department (JKM), special education teachers for Islamic education, BIM researchers in an effort to increase understanding and religious practices among the deaf in Malaysia.
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McKenzie, Amy R. "The use of Learning Media Assessments with Students who are Deaf-Blind." Journal of Visual Impairment & Blindness 101, no. 10 (October 2007): 587–600. http://dx.doi.org/10.1177/0145482x0710101004.
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This study investigated the decision-making process used by teachers of students with visual impairments in determining the literacy media of students who are deaf-blind. Data were collected using an online survey. The findings included the sporadic use of learning media assessments.
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Ingraham, C. L., K. M. Daugherty, and S. Gorrafa. "The Success of Three Gifted Deaf-Blind Students in Inclusive Educational Programs." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 257–61. http://dx.doi.org/10.1177/0145482x9508900311.
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This article examines the challenges and successes of three academically gifted students in inclusive educational programs over four years and presents recommendations for teachers and parents who are contemplating the placement of students with similar needs in inclusive programs.
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Kamaludin, Agus. "IDENTIFIKASI MEDIA PEMBELAJARAN KIMIA BAGI PESERTA DIDIK DIFABEL NETRA DAN RUNGU PADA SMA/MA INKLUSI DI YOGYAKARTA." INKLUSI 2, no. 2 (December 1, 2015): 259. http://dx.doi.org/10.14421/ijds.2205.
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Identification of learning media is the first step of series activities in inclusive setting research. The availability of chemistry learning media, obstacles encountered by teachers in modifying the media, and solutions that can be done to meet the needs of chemistry learning media for blind and deaf students ininclusive school in Yogyakarta need to be investigated. A descriptive qualitative research using data collecting techniques of observation, interview, attitude scale filling and document analysis has done. This research finds the fact that chemistry learning media for blind and deaf students are very limited, it is caused by the fact that the teachers had never follow any training for developing chemistry learning media for disabled student. As a recommendation, the solution to fulfill the needs of chemistry learning media is by providing training for teacher and developing media through undergraduate students’ final thesis.
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Bruce, Susan M. "Impact of a Communication Intervention Model on Teachers’ Practice with Children who are Congenitally Deaf-Blind." Journal of Visual Impairment & Blindness 96, no. 3 (March 2002): 154–68. http://dx.doi.org/10.1177/0145482x0209600304.
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This article presents findings from a larger study on the thinking and practices of two teachers regarding communication intervention for students who are congenitally deaf-blind, prior to and following an in-service program with follow-up coaching. After they were instructed on the communication intervention model, teachers were able to plan and implement communication interventions that addressed the students’ needs across all aspects of communication.
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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 (March 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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Tedder, N. E., K. Warden, and A. Sikka. "Prelanguage Communication of Students who are Deaf-Blind and Have Other Severe Impairments." Journal of Visual Impairment & Blindness 87, no. 8 (October 1993): 302–7. http://dx.doi.org/10.1177/0145482x9308700806.
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Although instruments for assessing language have been useful for researchers and teachers of students with severe impairments, they have not provided a systematic way to observe or assess students who are deaf-blind, have other severe impairments, and function at the prelanguage level of communication or taken pragmatic competence into account. This article describes an instrument that is applicable to such students, provides many opportunities for recording interactions at the prelanguage level, and allows for the structured observation of pragmatic aspects of communication.
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Janssen, Marleen J., J. Marianne Riksen-Walraven, and Jan P. M. Van Dijk. "Contact: Effects of an Intervention Program to Foster Harmonious Interactions between Deaf-Blind Children and Their Educators." Journal of Visual Impairment & Blindness 97, no. 4 (April 2003): 215–29. http://dx.doi.org/10.1177/0145482x0309700403.
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This study examined the effects of an intervention program to improve the quality of daily interaction between six congenitally deaf-blind children and their 14 educators (teachers, caregivers, and mothers). With video analysis as the most important tool, the interaction coaches trained the educators to recognize the children's signals and attune their behaviors to the children's.
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Ferguson, Rex. "Blind Noise and Deaf Visions: Henry Green'sCaught, Synaesthesia and the Blitz." Journal of Modern Literature 33, no. 1 (December 2009): 102–16. http://dx.doi.org/10.2979/jml.2009.33.1.102.
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Parker, S., W. Buckley, A. Truesdell, M. Riggio, M. Collins, and B. Boardman. "Barriers to the Use of Assistive Technology with Children: A Survey." Journal of Visual Impairment & Blindness 84, no. 10 (December 1990): 532–33. http://dx.doi.org/10.1177/0145482x9008401013.
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This article reports on the responses of 120 teachers and habilitative specialists of multiply handicapped blind and deaf-blind children in Massachusetts to a survey on their use of assistive technology. The respondents reported problems in all areas covered by the survey: knowledge of electronic mobility aids and communication devices; the availability, maintenance, and funding of devices; and adequate information about devices. They especially mentioned the need for resources to assess and match students to appropriate devices and to generate more training for themselves.
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McDonnall, Michele C., and Jennifer Cmar. "Employment Outcomes and Job Quality of Vocational Rehabilitation Consumers With Deaf-Blindness." Rehabilitation Counseling Bulletin 63, no. 1 (April 16, 2018): 13–24. http://dx.doi.org/10.1177/0034355218769461.
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The purpose of this study was to investigate employment outcomes for vocational rehabilitation (VR) consumers with deaf-blindness, a population that has received no attention in the literature. The sample was obtained from Rehabilitation Services Administration Case Service Report (RSA-911) data and included 1,382 consumers with deaf-blindness identified as their primary or secondary disability whose cases were closed during fiscal years 2013, 2014, and 2015. Independent variables consisted of consumer personal characteristics and VR service-related variables. Two measures of employment outcomes were used: obtainment of competitive employment and a composite measure of job quality. Overall, the results indicate that several VR service-related factors are associated with whether deaf-blind consumers obtain competitive employment, but consumers’ personal characteristics are much more important in determining job quality. Implications for improving employment outcomes for consumers who are deaf-blind include providing job-related services, supporting educational advancement, and providing counseling and guidance. Results also support the importance of accounting for employment status at application in RSA-911 analyses and the efficacy of service provision by separate agencies for the blind.
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Silva, Sandra de Fátima Faustino dos Santos, Suzana Lopes Salgado Ribeiro, and Ana Maria Gimenes Corrêa Calil. "AFETO NO TRABALHO DOCENTE COM ALUNOS SURDOS DE ENSINO MÉDIO." Cadernos de Educação Tecnologia e Sociedade 12, no. 4 (December 29, 2019): 446. http://dx.doi.org/10.14571/brajets.v12.n4.446-457.
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This article aims to highlight the teachers' perceptions about the affection, relationships, and teaching of deaf high school students. The qualitative research methodology used 12 interviews with teachers who work directly with this target audience. We could see that the teachers had motivations and established effective relationships with their students and that this is seen as a way to bring teachers and students closer. The research did not blind to the contradictions present in the speeches but tried to understand the teachers within the complex reality of their doing. Seeking to reflect on the importance of affection for socialization relations and pedagogical practice, both from the point of view of new forms of closeness and empathy, as well as in the reproduction of fears and insecurities.
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León Corredor, Olga Lucía. "Referentes curriculares con incorporación tecnológica para la formación de profesores de matemática en y para la diversidad." Ciencia e Interculturalidad 18, no. 1 (December 16, 2016): 34–47. http://dx.doi.org/10.5377/rci.v18i1.3048.
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El proyecto ALTER-NATIVA es el contexto de producción del libro “Referentes Curriculares con Incorporación de Tecnologías para la Formación del Profesorado de Matemáticas en y para la Diversidad”. La Comunidad ALTER-NATIVA de Matemáticas (CAM), fue conformada por profesores, estudiantes para profesor, investigadores y poblaciones sordas y ciegas, pertenecientes a la Universidades de: Regiones Autónomas de la Costa Caribe Nicaragüense URACCAN de Nicaragua, Pedagógica Nacional de México UPN, “Distrital Francisco José de Caldas” UDFJC de Colombia y al Instituto Nacional para Sordos INSOR.SummaryThe ALTER-NATIVA project is based on the context of the production of the book entitled "Curricular reference with the incorporation of technology for mathematics teachers training in/and for diversity”. The ALTER-NATIVA Community of Mathematics (CAM), was made up of teachers, student teachers, researchers and deaf and blind populations belonging to: the University of the Autonomous Regions of the Caribbean Coast of Nicaragua (URACCAN), the National Pedagogical of Mexico-UPN, the Francisco Jose de Caldas District-UDFJC of Colombia and the National Institute for the Deaf-INSOR.
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Hoang, Khanh Mai. "Factors influencing the integration in school of children with disabilities." Science and Technology Development Journal 19, no. 3 (September 30, 2016): 70–76. http://dx.doi.org/10.32508/stdj.v19i3.480.
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This paper presents the results of research on factors affecting the integration of children with disabilities in schools in three special education schools in HCM City. We surveyed 126 parents of children with disabilities (blind, deaf, and some children with disabilities) and 33 teachers by means of questionnaire. Results showed that school factors such as extracurricular activities, group activities, ability to communicate with teachers, etc. have a direct impact on the integration of children in schools (the ability to communicate, the level of cooperation, group activities, etc.); besides, sibling relationships in the family also affect a child's ability to communicate at school.
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Garcia, Jesus Laborda. "Message from Editor." Global Journal of Foreign Language Teaching 8, no. 4 (November 30, 2018): I. http://dx.doi.org/10.18844/gjflt.v8i4.3869.
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Dear Readers,It is a great honor for us to publish 8th volume, 4th issue of Global Journal of Foreign LanguageTeaching (GJFLT).Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations andcomprehensive literature review articles focusing on foreign language teaching and topics related tolinguistics. The journal is an international journal published quarterly and it is a platform forpresenting and discussing the emerging developments in foreign language teaching in aninternational arena.A total number of eleven (11) manuscripts were submitted for this issue and each paper has beensubjected to double-blind peer review process by the reviewers specialized in the related field. At theend of the review process, a total number of five (5) high quality research papers were selected andaccepted for publication.Aim of this issue is to give the researchers an opportunity to share the results of their academicstudies. There are different research topics discussed in the articles. For example, SeyedehMaryam Mousavi, Laya Heidari Darani, Effect of collocations on Iranian EFL learners’ writing:Attitude in focus, Anteneh Kebede Lakew, Words: Are we really teaching them? The case of twoEFL teachers in Ethiopia, Jeannette Valencia Robles, Current perspectives of teaching Englishthrough affective learning strategies, Özgür Çelik, A Review of Research on the Effect of the Useof Web-based Tools on Speaking Motivation, Shahram Alipour, The Effect of Engagement inSocial Networking Application on Iranian EFL Learners’ Willingness to Communicate in English.The topics of the next issue will be different. We are trying to serve you with our journal with a richknowledge through which different kinds of topics will be discussed in 2018 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Jesus Laborda GarciaEditor – in Chief
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Gates, Carmella, and David I. Kappan. "Teacher Preparation in the Education of Visually Impaired Children: A Multi-Competency Approach." Journal of Visual Impairment & Blindness 79, no. 7 (September 1985): 306–7. http://dx.doi.org/10.1177/0145482x8507900705.
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For more than a decade, the University of Northern Colorado has been preparing teachers of visually impaired children with full and equal competencies in both academic instruction and orientation and mobility. This dual competency approach was developed in response to needs in the sparsely populated states of the Rocky Mountain/Great Plains region. Increased emphasis on services for the deaf-blind and other multiply handicapped visually impaired children resulted in the development of an additional component of teacher training. In 1978, UNC's graduate program expanded to include a third competency with severely/profoundly handicapped blind children. This article discusses the rationale and development of each competency area, follow-up studies of effectiveness, and program options.
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Nikolic, T. "Teaching a Foreign Language in Schools for Blind and Visually Impaired Children." Journal of Visual Impairment & Blindness 81, no. 2 (February 1987): 62–66. http://dx.doi.org/10.1177/0145482x8708100207.
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Blind and visually impaired children can be taught to speak, read, and write foreign languages if the techniques and materials are adapted to capitalize on their strengths, including excellent memory and good hearing. In this article, the author draws on the scant literature, his experience as a blind teacher in a school for the blind in Yugoslavia, and his tour of British schools for the blind to extrapolate general principles for successful teaching and the application of appropriate methods and approaches.
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Pagliuca, Lorita Marlena Freitag, Paula Marciana Pinheiro de Oliveira, Monaliza Ribeiro Mariano, Jacqueline Mota da Silva, Paulo Cesar de Almeida, and Giselly Oseni Barbosa Oliveira. "Disabled person: construction of concept by this population." Revista da Rede de Enfermagem do Nordeste 16, no. 5 (November 10, 2015): 705. http://dx.doi.org/10.15253/2175-6783.2015000500012.
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Objective: to build the concept of disabled person. Methods: study of analysis of concept using the phases field work and statistical analysis with 120 individuals divided into three groups of 40 people with hearing, visual and motor disability. Results: there was predomination of men (68%), 18-29 years old (55%), with superior education (35%) and married/common-law married (75%). The attribute accepted was person with limitation and still able to perform activity, with a difference between groups (p = 0.018); the keyword accepted was limitation (p = 0.001); the expression was disabled person, with intergroup difference (p = 0.013). Concept of choice by group was deaf (97.51%); blind (45%) and person with visual disability (45%) and; person with physical disability (27.5%). Conclusion: attributes, keywords used in the literature and public policy were not accepted. They prefer to be called deaf; blind or visually impaired; They reject people with motor disability and wheelchair user.