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Journal articles on the topic 'Teachers with impairments'
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1
Simalalo, Magdalene, Velisiwe G. Gasa, and Kenneth K. Muzata. "Teacher Preparation in Zambia’s Expanded Core Curriculum: Challenges and Opportunities." African Journal of Teacher Education 11, no. 1 (July 1, 2022): 166–89. http://dx.doi.org/10.21083/ajote.v11i1.6685.
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Well-prepared teachers are a determinant in the successful implementation of expanded core curriculum. Teachers can give learners skills according to the way they are prepared. Learners with visual impairments in special schools and students at tertiary level manifest deficits in critical skills required in academic success and transition in general. The nature of education of their teachers and challenges encountered during teacher preparation were not well established. The present study explored challenges faced in the preparation of teachers of learners with visual impairments in expanded core curriculum. Purposive sampling was used to select twenty-two teachers, two special education curriculum specialists and three Teacher educators. Open-ended questionnaires were used to collect data from teachers of learners with visual impairments and semi structured interviews were conducted with teacher educators and curriculum specialists. The findings indicated that teacher education/preparation in ECC was insufficient, and the institutions concentrated on braille literacy; and orientation and mobility. The remaining skills in ECC were ignored. Preparation incorporated few practical sessions and was highly theoretical. The major challenges among others were time constraints; insufficient resources in education; enrolments of student teachers; discrepancy between education and implementation; methodological issues. The opportunities were available to improve education were: employ more staff; embark on specialised education; advocacy and collaboration: offering continuous professional development for teachers. The study highlights the nature of preparation of teachers of learners with visual impairment. The teacher education institutions need to realign the curriculum through collaborative approach with other stakeholders so that teachers can effectively deliver skills to the learners.
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Kim, Young-il, and Anne L. Corn. "The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 491–502. http://dx.doi.org/10.1177/0145482x9809200709.
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This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.
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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 (July 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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Luvanga, Mr Hassan, Dr Sarah W. Mwangi, and Dr Robert J. Maneno. "Teacher Preparedness in Implementing Inclusive Education for Pupils with Hearing Impairments in Mombasa County, Kenya." International Journal of Scientific Research and Management 8, no. 03 (March 17, 2020): 1258–62. http://dx.doi.org/10.18535/ijsrm/v8i03.el03.
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Inclusion is a philosophy that focuses on the process of adjusting the home, school and the larger society to accommodate persons with special needs. The success of provision of inclusive practices is contingent upon the quality of teaching in an inclusive setting. This study was conducted in Mombasa County, Kenya. The study investigated teacher preparedness in the implementation of special needs inclusive education in primary schools with pupils with hearing impairments. The study focused on teachers’ academic qualifications, professional qualifications, teaching experience and whether the teachers had undertaken pre- service or in-service special education training. The prospective study was carried out between 2018- 2019 including 60 teachers and 20 head teachers. The findings revealed that although most teachers had the necessary academic qualifications to teach pupils in primary schools, they lacked adequate special education training to effectively teach pupils with hearing impairment and majority of the teachers had not undertaken any pre-service or in-service special education training to prepare them to effectively teach pupils with hearing impairments. Recommendations suggested that teachers should be adequately prepared during their pre-service education programme to effectively teach pupils with hearing impairments within the mainstream classroom setting. Recommendation was that teachers should enhance their special education skills through in-service special education training.
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Filipčič, Tjaša, Maja Burin, and Bojan Leskošek. "TEACHERS' BELIEFS REGARDING TEACHING STUDENTS WITH VISUAL IMPAIRMENTS IN PHYSICAL EDUCATION." Kinesiologia Slovenica 27, no. 2 (September 13, 2021): 143–54. http://dx.doi.org/10.52165/kinsi.27.2.143-154.
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The purpose of a present study was to investigate the professional beliefs of Slovenian physical education teachers regarding the teaching of students with visual impairments in physical education. A selfadministered questionnaire was designed to examine teachers’beliefs. Participants, 131 Slovenian PE teachers, rated their professional beliefs on a fivepoint Likert scale. A factor analysis was conducted to examine the internal structure of the belief field. The results show that self-perceptions of their beliefs were complex and consisted of 7 factors, which together explained 33.7% of the cumulative variance. Teachers strongly believe that vocal information, colourful sports equipment, and tactical guides enable students with visual impairment to participate in physical education. Adapted methods, safety measures, and learning support assistants are also important, as is a positive attitude toward inclusion. The findings of the present study need to be incorporated into the future updating of PE teacher training programmes for teaching students with visual impairments.
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Winarsih, Murni. "KOMPETENSI GURU REGULER DI SEKOLAH INKLUSIF DALAM PEMBELAJARAN BAGI SISWA TUNARUNGU." Perspektif Ilmu Pendidikan 27, no. 2 (December 31, 2013): 97–103. http://dx.doi.org/10.21009/pip.272.3.
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The aim of this study is to explore the teachers’s competency in teaching students with hearing impairments within inclusive educational settings. This research conducted from February 2012 through June 2013. Method of the research is qualitative descriptive, observation and interview were employed to gather the necessary data towards 5 teachers where there is at least one student with hearing impairment in their classroom across all educational level. The result shows that the teachers do not have the competency about teaching the hearing impairments. The teachers have never been trained on teaching and instruction of children with hearing impairment, because the training based on contextual learning has not been previous. The research results some implication and recomendation.
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Maryanti, Rina, Asep Bayu Dani Nandiyanto, Achmad Hufad, and S. Sunardi. "Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum." Indonesian Journal of Community and Special Needs Education 1, no. 1 (March 11, 2021): 1–8. http://dx.doi.org/10.17509/ijcsne.v1i1.32653.
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The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.
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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.
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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Mulligan-Ault, Marilyn, Doug Guess, Lynne Struth, and Barbara Thompson. "The Implementation of Health-Related Procedures in Classrooms for Students with Severe Multiple Impairments." Journal of the Association for Persons with Severe Handicaps 13, no. 2 (June 1988): 100–109. http://dx.doi.org/10.1177/154079698801300206.
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One-hundred fifty teachers of students with severe and multiple impairments were surveyed to identify the prevalence of health-related procedures being used in the classrooms, the person(s) routinely responsible for implementing the procedure(s), and the persons the teachers felt should be responsible for implementing the procedures. In addition, the survey identified the source of the teacher's information concerning health-related procedures for individual students, types of correspondence with the school nurse and the family physician, the teachers' awareness of the availability of school policy for implementing health-related procedures, the teachers' source of training on health-related procedures, and the relationship of the classroom location to visits by the school nurse. Seventy percent of the questionnaires were returned. Teachers indicated that all but one of the procedures listed were occurring in one or more of the classrooms. The teachers ndicated that, for the most part, they were primarily responsible for implementing the procedures on a routine basis. The teachers' responses indicated that they felt they should be responsible for a specific group of procedures with the nurse and paraprofessional, or nurse and teacher in combination responsible for a different set of procedures. The family was used most often as a source of information for the health-related procedures. Contact with the school nurse was variable. Classrooms in integrated or rural settings were reported as visited less often by the school nurse than classrooms in either more segregated or urban settings. Only 21% of all the classroom teachers responding were aware of local district guidelines for the determination of who should be responsible for the implementation of health-related procedures.
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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 (September 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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Lewis, Sandra, and Amy R. McKenzie. "Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators." Journal of Visual Impairment & Blindness 103, no. 8 (August 2009): 481–94. http://dx.doi.org/10.1177/0145482x0910300806.
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Teachers of students with visual impairments and paraeducators who work with students with visual impairments were surveyed to determine if previous research related to the competencies needed by teachers who supervise paraeducators applied to this subset of special educators. Both groups confirmed the importance of the competencies, but identified differences in their demonstration by teachers of students with visual impairments.
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Hong, Sunggye, Irene Topor, and Jane Erin. "A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments." Journal of Visual Impairment & Blindness 116, no. 3 (May 2022): 343–53. http://dx.doi.org/10.1177/0145482x221109517.
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Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.
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Kumatongo, Brighton, and Kenneth Kapalu Muzata. "A qualitative analysis of performance of student teachers with hearing impairments in tests and assignments at Kitwe College of Education-Zambia." International Journal of Educational Innovation and Research 1, no. 1 (May 29, 2022): 64–73. http://dx.doi.org/10.31949/ijeir.v1i1.2412.
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Assessment is the basis for understanding students’ abilities to demonstrate their knowledge, skills and understanding of learned concepts. This study sought to analyse assessment items of student teachers with hearing impairments at Kitwe Colleges of Education in Zambia and a qualitative case study was used as the research design. The study comprised seven (7) participants of which three (3) were Lecturers and four (4) were student teachers with hearing impairments, who were purposively sampled. The study revealed that students with hearing impairments were able to answer assignments accordingly despite exhibiting referencing and grammatical errors, and experienced more challenges answering tests. The findings also indicated that lecturers viewed the performance of student teachers with hearing impairments in assignments as being influenced by their hearing peers and that students with hearing impairments wrote their assignments and tests using sign language that was not making sense to lecturers. The study concluded that student teachers with hearing impairments were able to perform better in assignments and that they experienced more challenges answering test questions. The study recommended the need for assessment items for students with hearing impairments to be adapted to make them appropriate for the students and that educators for students with hearing impairments should take a keen interest in acquiring knowledge of Zambia Sign Language grammatical structure to enable them to assess and mark assessment items of students with hearing impairments without difficulties.
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Dmitriieva, Oksana. "THE USAGE OF NONVERBAL COMMUNICATION TRAININGS IN THE PROCESS OF FORMING THE LEGAL CULTURE OF PRIMARY PUPILS WITH HEARING IMPAIRMENT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 81–85. http://dx.doi.org/10.24144/2524-0609.2022.50.81-85.
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The formation of the legal culture of the younger generation is an urgent issue nowadays. The formation of children's legal culture, a conscious attitude to the requirements and laws of society ensure their adequate behavior in various life situations, the ability to respond properly to social challenges. The changes taking place in Ukrainian society, including the process of building the rule of law, determine new requirements for the domestic education system. The process of teaching and education, including legal education, is designed to form students' ideas about modern civil society, its norms and values. The preparation for life, which is based on conscious and responsible implementation of norms and rules of behavior in society, is of great importance for pupils with hearing impairments. The purpose of our publication is to present the elements of the developed and tested program for the formation of legal culture of primary pupils with hearing impairment. Research methods: observation, study of the practice of educational institutions for children with hearing impairment; questionnaires, surveys. It was found that the majority of teachers have difficulty using sign language and need some guidance on how to interact with pupils with hearing impairments. That’s why we offer trainings on nonverbal communication and guidelines for teachers. The implementation of the presented elements of the program of legal education of primary school students with hearing impairments showed active interest and readiness to use them in the practice of teachers of special education institutions. We see the prospect of further research in the adaptation of the developed program and its implementation in institutions with inclusive education, where students with hearing impairments are educated.
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Al-Zboon, Eman. "Perceptions of Assistive Technology by Teachers of Students with Visual Impairments in Jordan." Journal of Visual Impairment & Blindness 114, no. 6 (November 2020): 488–501. http://dx.doi.org/10.1177/0145482x20971962.
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Introduction: Ethical practices and technology are current trends in education for individuals with disabilities. This study investigates the perceptions of assistive technology expressed by teachers of students with visual impairments (i.e., blindness or low vision) in Jordan. Methods: The research involved 20 teachers. Data were collected via semistructured interviews and analysis carried out via the constant-comparative method. Results: The results highlight the challenges that teachers perceive in using assistive technology with their students, particularly regarding computer use, the willingness of a child to use a particular device, the lack of such technologies in schools and in the home, and a lack of training in the home. The results highlight perceived external barriers to the effective use of assistive technology, including those related to finance, training, societal attitudes, and family support. It appears that assistive technology can also have negative effects, which can be considered an ethical issue, since such technologies can expose students with visual impairments to negative community attitudes, addiction, bullying, abuse, and extremism. Discussion: Teachers highlight the issues they experience in using assistive technology with students with visual impairments in Jordan, which can be explained by the contextual conditions in the country. Implications for practitioners: Decision-makers in the field of visual impairment need to consider these issues through providing professional development, addressing financial barriers, and conducting awareness programs for students regarding the effective use of assistive technology.
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Aftab, Muhammad Javed, Sayyeda Rabia Basri, and Muhammad Qasim. "Perceptions of Teachers about Effects of Sexual Harassment on Academic Performance of Students with Hearing Impairment." Global Sociological Review VII, no. I (March 30, 2022): 39–49. http://dx.doi.org/10.31703/gsr.2022(vii-i).05.
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When it comes to sexual harassment, it is defined as any sort of sexual harassment or manipulation and the unwelcome or improper offering of monetary remuneration in return for sexual favors. The impacts of sexual harassment on the students' academic performance with hearing impairment were explored in this study, which looked at teachers' impressions of the consequences. Specifically, the purpose of this study is to investigate special education teachers' impressions of the incidence of sexual harassment and the consequences of such harassment on the performance of students with hearing impairment. The data for this study was gathered through the use of a questionnaire. Several types of statistics were employed to address the study questions,including descriptive and inferential statistics. According to the findings of the data analysis, sexual harassment is a frequent practice in special academic institutions for children with hearing impairments, and sexual harassment has a negative impact on the academic performance of students with hearing impairments.
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Forostian, Olha, and Pylyp Terzi. "Use of visual equipment in teaching children with hearing impairments playing football." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 154–60. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).29.
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The current trend in education in Ukraine is the transition from the education of children with special educational needs in the system of special education to inclusive education in secondary schools. Under such conditions, there is a need to revise, re- evaluate and rethink the methods and techniques of teaching children with hearing impairments in accordance with modern requirements. Mastering the techniques of ball possession can be a powerful tool for correcting and improving coordination of movements in children with hearing loss. Therefore, the methods of teaching children with hearing impairments physical exercises that can be used by the teacher in inclusive classes in physical education classes need to be revised and adapted.
The aim of our study is to find an effective combination of different visual aids in teaching children with hearing impairments technical actions in football. It was found that for children with persistent hearing impairments, the use of demonstration and demonstration is insufficient in learning motor actions, and the possibility of using verbal teaching methods is limited. Instead, not only the physical education of the teacher, but also the written speech acquires special significance for this contingent of children. The training method developed by us involves the use of specially designed posters describing the technique of performing elements of football and illustrations of each phase of motor action has shown high efficiency. The described method of teaching technical actions in football for children with hearing impairments and the criteria for evaluating some control exercises can be applied by coaches and physical education teachers working in inclusive classes.
The purpose of our study is to find an effective combination of different methods of visual education of children with hearing impairments to perform technical actions in football. It was found that for children with hearing impairments, the use of a teacher's demonstration of motor action and demonstration on the screen is not enough when learning motor actions, and the possibility of using oral teaching methods is limited. At the same time, not only the teacher showing the movement, but also the written language is of particular importance for this contingent of children. The training method we developed involves the use of posters describing the technique of performing football elements and illustrations of each stage of motor actions, and has shown high efficiency. The described method of teaching technical actions in football for children with hearing impairments and the criteria for evaluating some control exercises can be used by trainers and physical education teachers working in inclusive classes.
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Corn, Anne L., and Robert S. Wall. "Access to Multimedia Presentations for Students with Visual Impairments." Journal of Visual Impairment & Blindness 96, no. 4 (April 2002): 197–211. http://dx.doi.org/10.1177/0145482x0209600402.
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This survey of the use of technology and multimedia presentations by 410 teachers of students with visual impairments found that the teachers were more at ease with general technology than with technology designed specifically for students with visual impairments. When adapting traditional materials, the teachers tended to use simpler, less technological solutions even when they were not entirely appropriate.
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Rittenhouse, Robert K., and Lisa K. Blough. "Gifted Students with Hearing Impairments Suggestions for Teachers." TEACHING Exceptional Children 27, no. 4 (July 1995): 51–53. http://dx.doi.org/10.1177/004005999502700411.
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Ely, Mindy S., and Michaelene M. Ostrosky. "Survey Results for Training and Resource Needs Cited by Early Intervention Professionals in the Field of Visual Impairment." Journal of Visual Impairment & Blindness 111, no. 6 (November 2017): 527–42. http://dx.doi.org/10.1177/0145482x1711100604.
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Introduction Professionals working with infants and toddlers with visual impairments (that is, those who are blind or have low vision) were surveyed regarding their preservice training and their awareness and use of 29 resources related to young children who are visually impaired. Methods Early intervention visual impairment professionals ( n = 109) from 11 states completed a survey called the Early Intervention Visual Impairment Self-Efficacy Evaluation. The online tool was distributed to all professionals in each target state. Results Thirty-eight percent of respondents indicated that the preservice program at which they received training as teachers of visually impaired students or orientation and mobility (O&M) specialists did not include content or experiences related to infants and toddlers with visual impairments. In addition, given three types of resources including books and curriculum ( n = 12), websites ( n = 5), and online or “eLearning” courses ( n = 12), websites were rated as most frequently used, and eLearning resources were least frequently used for professional development. Resources on the topic of cortical or cerebral visual impairment (CVI) were more frequently rated as used, compared to resources on topics such as multiple impairments. Discussion Results demonstrate that some training programs for teachers of visually impaired students and O&M specialists do not include content that prepares professionals to work with infants and toddlers with visual impairments, leaving professionals with a need for additional training to serve this population. In addition, workshops and web-based resources were respondents' preferred means of professional development. Implications for practitioners As they consider future professional training efforts, individuals responsible for workforce preparation and development in the field of visual impairment need to take into account the training needs and preferred training formats of early intervention professionals.
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Kumatongo, Brighton, and Kenneth Kapalu Muzata. "Lecturers and student teachers with hearing impairments’ own perceptions on academic performance: a case study of Kitwe College of Education - Zambia." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (August 1, 2021): e12741. http://dx.doi.org/10.20952/jrks2112741.
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The level of education attained by students is dependent on their ability to understand learnt concepts and demonstrate their acquired knowledge and skills in problem solving as well as their performance academically. This study sought to investigate the perceptions of lecturers on academic performance of student teachers with hearing impairments. A descriptive case study was used as research design. The study sample included three (3) Lecturers and four (4) student teachers with hearing impairments making the total of seven (7) participants who were purposively sampled. Data was generated using interviews and analysed qualitatively using thematic analysis techniques based on emerging themes from the study. The study revealed that lecturers perceived student teachers with hearing impairments as average and below-average performers academically. The study further revealed that student teachers with hearing impairments had mixed feelings towards their academic performance and perceived their academic performance as being influenced by their inability to understand concepts as well as lecturers’ inability to handle them appropriately. The study recommended the need by educators of students with hearing impairments to have positive perception towards students in order to instill self-positive regard in students. The study further recommended need for lecturers to adapt tests and examinations items in order to accommodate deaf student teachers.
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Guinan, H. "Esl for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (November 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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Lieberman, Lauren J., Cathy Houston-Wilson, and Francis M. Kozub. "Perceived Barriers to Including Students with Visual Impairments in General Physical Education." Adapted Physical Activity Quarterly 19, no. 3 (July 2002): 364–77. http://dx.doi.org/10.1123/apaq.19.3.364.
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The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.
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Coutinho, Daniele, Antonio Carlos Farias, Erico Pereira Gomes Felden, and Mara L. Cordeiro. "ADHD Comorbid With Major Depression on Parents and Teachers Perceptions." Journal of Attention Disorders 25, no. 4 (December 12, 2018): 508–18. http://dx.doi.org/10.1177/1087054718815574.
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Objective: Examine the Strengths and Difficulties Questionnaire (SDQ) responses of parents and teachers for children with ADHD comorbid with major depressive disorder (MDD), with an emphasis on determining how well the respondent groups’ responses correlate, and how well the results obtained perform as predictors of clinical diagnosis. Method: The SDQ was completed by parents and teachers of ( n = 215 participants, 7-12 years old) in ADHD, MDD, ADHD + MDD, and healthy control groups. Agreement between parent and teacher SDQs and their concordance with Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) diagnoses were assessed. Receiver operating characteristic (ROC) and Kappa concordance analyses were used to compare the groups with the health control group. Results: The comorbid group presented greater impairments than the ADHD, MDD, and control groups ( p < .001). Conclusion: The presence of psychiatric comorbidity causes greater impairment for school children with ADHD. The SDQ has good sensitivity for detecting these children and correlates well with DSM diagnosis.
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Mares, Daniela, Alan McLuckie, Michael Schwartz, and Michael Saini. "Executive Function Impairments in Children with Attention-Deficit Hyperactivity Disorder: Do They Differ between School and Home Environments?" Canadian Journal of Psychiatry 52, no. 8 (August 2007): 527–34. http://dx.doi.org/10.1177/070674370705200811.
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Objective: The primary purpose of this study was to compare parent and teacher reports of executive function (EF), as measured by the Behavior Rating Inventory of Executive Function (BRIEF), on a sample of children who had been diagnosed with attention-deficit hyperactivity disorder (ADHD). If differences were found, the secondary purpose was to explore these differences by determining which of the 8 BRIEF scales, each representing a different EF, would best predict symptoms of ADHD by the 2 proxy reporters. Method: We performed a secondary data analysis on the assessment information pertaining to 240 children, aged 5 to 15 years, accessing services at an urban Toronto psychiatric program specializing in ADHD. We compared parent and teacher ratings and applied logistical binary regressions to predict the probability of a child's meeting the criteria for clinically significant inattention and hyperactivity–impulsivity on the ADHD Rating Scale-IV. Results: As expected, teachers reported more variety and severity of EF impairments than did parents. In addition, teachers used inhibition, organization of materials, and planning and organizing as predictors of ADHD symptoms, whereas parents relied predominantly on inhibition, working memory, and planning and organizing as the risk factors. Conclusion: Consistent with the current theory, EF impairments, particularly in inhibition, appear to underlie the behavioural manifestation of ADHD. However, parents and teachers do not always agree when reporting EF impairments at home and in school. Thus information from both types of informants is essential for understanding and treating children with this disorder.
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Kaiser, Justin T., L. Penny Rosenblum, and Tina S. Herzberg. "Building Consensus about the Functional Vision Assessment Process: A Delphi Study." Journal of Visual Impairment & Blindness 114, no. 6 (November 2020): 461–74. http://dx.doi.org/10.1177/0145482x20971937.
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Introduction: Within the field of visual impairment, there is no set of standards that guide teachers of students with visual impairments as they conduct, report, and share functional vision assessment (FVA) results with other educational team members, and university instructors vary in how they teach the assessment process to preservice teachers. Methods: In parallel, a group of teachers of students with visual impairments and a group of university instructors completed three rounds of a Delphi study. After providing background information in Round 1, they rated 84 statements about the FVA process. The level for consensus was set at 80%. Results: Of the 84 statements, consensus was reached for 45 statements regarding the level of importance by both groups. Participants rated 11 of 22 visual skills (e.g., near acuity, distance acuity) as extremely important to include in the FVA process. Discussion: There continues to be a need to build consensus on when FVAs should be conducted, what visual skills should be included when conducting them, what should be included in reports, and with whom assessment information should be shared. The importance of conducting such assessments for all students, including students under the age of 5 years and those with additional disabilities, needs to be recognized by the field of visual impairment. Implications for practitioners: University personnel need to work together to develop consistent curricula that focuses on the FVA process. Future studies that examine the FVA practices of individual teachers are necessary.
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Феоктистова, С. В., Н. Н. Васильева, and Л. Б. Шнейдер. "Improving Professional Competence of Teachers Providing Psychological and Pedagogical Support to Children with Health Impairments." Психолого-педагогический поиск, no. 3(63) (January 31, 2023): 160–71. http://dx.doi.org/10.37724/rsu.2022.3.63.016.
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В статье рассмотрены актуальные проблемы подготовки специалистов и их профессионализации в современных условиях трансформации образования, в частности проблемы формирования профессиональной компетентности педагогов в области психолого-педагогического сопровождения детей с ограниченными возможностями здоровья (ОВЗ). На основе изучения законодательных актов, регулирующих сферу образования, структурно-функционального анализа образовательной практики, научно-теоретических и эмпирических исследований авторами обозначены тенденции развития образования и актуальные вопросы профессионализации педагогов в сфере комплексного психолого-педагогического сопровождения детей с ОВЗ. Представлена авторская модель повышения профессиональной компетентности педагогов в этой области: обоснована ее методологическая база и подробно описана структура, определяемая функциональным единством трех взаимосвязанных блоков (концептуального, организационно-деятельностного и результативного) и учитывающая модельпрофессиональной компетентности педагогов и отражающая внутренние (собственно педагогические) условия и внешние (социально-педагогические) аспекты; цель, содержание основных идей, организационных форм, методов и средств непрерывной профессионализации специалистов. Кроме того, определены принципы и организационно-педагогические условия реализации авторской модели в процессе непрерывного профессионального роста педагога, определяющие успешность деятельности в области комплексного сопровождения детей с ОВЗ. Обозначены ее результаты, в качестве которых выступают повышение эффективности деятельности педагога, профессиональная успешность, удовлетворенность трудом и творческая самореализация в профессии. The article treats some relevant issues of teacher training in the modern conditions of education reforms. It focuses on the issue of professional competence development in teachers who provide psychological and pedagogical support to children with health impairments. The analysis of laws regulating the sphere of education, the analysis of theoretical and empirical education-related research enables the authors to outline major trends in education, relevant issues of teacher training, and issues associated with the provision of psychological and pedagogical support to children with health impairments. The article presents a model of improving professional competence of teachers providing psychological and pedagogical support to children with health impairments. The article substantiates basic methodological principles, underlines the unity of three interrelated components of psychological and pedagogical assistance (concepts, actions, results), describes internal (education-related) and external (social) aspects of psychological and pedagogical assistance, outlines the aims, methods, and means of lifelong learning and teacher training. The article outlines the principles and conditions of implementing the model of improving professional competence of teachers providing psychological and pedagogical support to children with health impairments within the framework of lifelong learning. The article outlines the results such as teachers’ efficiency, creativity and job satisfaction.
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Nguyen Minh, Phuong. "CURRENT SITUATION OF THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS FOR CHILDREN WITH HEARING IMPAIRMENT AGED 3-6 YEARS IN INCLUSIVE KINDERGARTEN CLASSES." Journal of Science Educational Science 66, no. 5A (December 2021): 66–74. http://dx.doi.org/10.18173/2354-1075.2021-0217.
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This article analyzes the current situation of the development of listening and speaking skills for children with a hearing impairment aged 3-6 years in inclusive kindergarten classes. The survey was conducted on 127 teachers who have worked with those children in 15 inclusive kindergartens in 05 provinces including Hanoi, Ninh Binh, Thai Nguyen, Yen Bai, and Quang Ngai. The survey results show that: Most of the teachers are properly aware of the role and meaning of the development of listening and speaking skills for children with hearing impairments in inclusive kindergarten classes. The teachers started to select and implement a number of contents and ways of the development of listening and speaking skills for children with hearing impairment in accordance with the general contents and methods specified in the early childhood education curriculum. However, due to the lack of in-depth training on inclusive education for children with hearing impairment, the teachers had no specific methods to support children in whole-class activities as well as individualized sessions. Therefore, building guidelines and organizing professional training courses for teachers on how to develop listening and speaking skills for children with hearing impairment is very essential.
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Saltanat, Seitimbetova, Autayeva Akbota, Shengelbaeva Svetlana, Nurlanova Gulnur, and Karataeva Dinara. "Technology of vocabulary development in English lessons for students of grades 5–6 with poor hearing." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1622–33. http://dx.doi.org/10.18844/wjet.v14i5.8124.
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The purpose of this research is to get teachers' opinions on the use of word development technology in English lessons for grade school students. In this study, the phenomenology design, one of the qualitative research models, was used. The study group for the research consists of 20 English teachers working in various schools for the hearing-impaired in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of English teachers participating in the research support the use of technology in the education of hearing-impaired fifth- to sixth-grade students, and they sometimes use word development technology in the education of hearing-impaired fifth- to sixth-grade students. The majority of English teachers stated that they sometimes use word development technology in the education of hearing-impaired fifth- to sixth-grade students; that it has a positive effect on the participation of students with hearing impairments; that it makes it easier for students with hearing impairments to understand what they read; and that it facilitates the success of hearing-impaired students.
Keywords: Vocabulary development technology, English education, teacher opinions;
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Zebehazy, Kim T., and Adam P. Wilton. "Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 215–27. http://dx.doi.org/10.1177/0145482x211016918.
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Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.
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Luckner, John L. "Competencies Critical to Teachers of Students with Hearing Impairments." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 2 (April 1991): 135–39. http://dx.doi.org/10.1177/088840649101400209.
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Westby, Carol. "Working With Teachers to Support Students With Language Impairments." Word of Mouth 24, no. 4 (January 18, 2013): 5–7. http://dx.doi.org/10.1177/1048395012471590a.
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Nashleanas, Ashley N. "The Perceptions of Teachers of Students with Visual Impairments on Students with Visual Impairments and Graphing: How to Teach." Journal of Science Education for Students with Disabilities 24, no. 1 (September 26, 2021): 1–19. http://dx.doi.org/10.14448/jsesd.13.0009.
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Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI enroll in their STEM courses. The author reports findings that answer questions that focus on how to teach SVI so they can be successful in mathematics and science courses, as well as the kinds of individuals who, given their unique training and experience with SVI, can be helpful resources.
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Haegele, Justin A., Xihe Zhu, and Summer Davis. "The meaning of physical education and sport among elite athletes with visual impairments." European Physical Education Review 23, no. 4 (May 26, 2016): 375–91. http://dx.doi.org/10.1177/1356336x16650122.
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The purpose of this phenomenological study was to examine the meaning that elite athletes with visual impairments ascribed to their school-based physical education (PE) and sport experiences. A convenience sample of four elite male goalball athletes with visual impairment voluntarily participated in the study. Data were collected through semi-structured telephone interviews and reflective field notes, and an interpretive phenomenological analysis was conducted for theme development. Member checking, peer debriefing, and communicative validity were utilized to ensure trustworthiness. Even though the participants’ experiences varied due to their personal and contextual characteristics, four interrelated themes emerged from the data analysis: (a) PE teachers are central to PE experiences; (b) internalized exclusion; (c) athletic identity struggle; and (d) extracurricular opportunity. These themes are discussed in relation to the existing literature. Implications with regard to the education of PE teachers and the need for school-based PE and sport programming to better serve students with visual impairments are highlighted.
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Jones, Beth Ashby, Belinda Rudinger, Nichole Williams, and Stephanie Witcher. "Training pre-service general educators in assistive technology competencies for students with visual impairments." British Journal of Visual Impairment 37, no. 1 (November 26, 2018): 29–39. http://dx.doi.org/10.1177/0264619618814066.
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Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.
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Fitria, Erlin, and Oktavia Hardiyantari. "Reflective Gem to Improve Receptive Communication Skills for Students with Hearing Impairment." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 1 (June 29, 2021): 151–62. http://dx.doi.org/10.24042/tadris.v6i1.7571.
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The inability to receive excitatory voice experienced by the student with hearing impairments presents diverse impacts. The impacts include difficulties in understanding the information that others convey, lengthy understanding sentences, and holding verbal communication. This research aimed to develop a reflective maternal method integrated with the Android system to improve vocabulary mastery to support students with hearing impairments to perform receptive communication. There were twelve students with hearing impairments within the 15-23 age range as the samples. This research belongs to research and development adapted from the multimedia development model for learning. Product feasibility test was performed through the alpha and beta tests. The average expert validation score was 4.25, and the average score of the material expert was 4.50. Both expert validation results were in an excellent category. Also, the results of the media experts' validation were 3.58 in the good category. Meanwhile, the average score of beta test was 3.58 in the good category. It can be concluded that Android apps can be operated via smartphones or computer devices to improve the receptive communicative ability of students with hearing impairments. This application is called Reflective Game. This research recommends an Android application program that can be used by Guidance and Counseling teacher accompanied by special school teachers to improve students' vocabulary understanding for the student with hearing impairment. Besides, it provides skills to understand proverbs, opposites (anonymous), and synonyms.
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Przygońska, Ewa. "Asperger Syndrome – introduction to the problem." Pedagogika Rodziny 4, no. 2 (June 1, 2014): 41–52. http://dx.doi.org/10.2478/fampe-2014-0016.
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Abstract The image of a child with Asperger’s cannot be treated as a definitely homogeneous image and full, characteristic for all children affected by it. Individuals affected by this disorder are likely to suffer from impairments. These are: impairment of relationships, impairment of social communication, impairment of understanding social relationships, and impaired development of the imagination. The role of teachers/educators is to observe the behavior of a child - especially in the peer group, point out areas which should be improved and work with the child during the implementation of educational and therapeutic program
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Otis-Wilborn, Amy. "Developing Oral Communication in Students With Hearing Impairments." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 71–77. http://dx.doi.org/10.1044/0161-1461.2301.71.
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In the past 20 years, there have been significant changes in educational services for students with hearing impairments in the public schools. These changes include the enactment of the Education for All Handicapped Children Act of 1975, the provision of related services by speech-language pathologists and the transition from primarily oral instructional philosophies and practices to those of total communication. Policies and procedures for delivering instruction in oral communication to students with hearing impairments have accompanied these changes. This article presents the results of a survey completed by speech-language pathologists and teachers of hearing-impaired students to identify parameters of instruction for developing oral communication in hearing impaired students. Specifically examined were aspects of professional preparation, roles, and responsibilities of speech-language pathologists and teachers, and parameters of direct instruction. Based on the findings of this survey and knowledge regarding how students learn oral communication, recommendations for the implementation of collaboration and consultation models by speech-language pathologists, teachers, and audiologists are proposed.
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Parker, Elizabeth Cassidy, and Tami J. Draves. "A Narrative of Two Preservice Music Teachers With Visual Impairment." Journal of Research in Music Education 64, no. 4 (October 28, 2016): 385–404. http://dx.doi.org/10.1177/0022429416674704.
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The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.
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Niure, Dhruba Prasad. "Content Delivery Modes for Students with Visual Impairments in Integrated Schools of Nepal." Interdisciplinary Research in Education 5, no. 1-2 (February 4, 2021): 57–68. http://dx.doi.org/10.3126/ire.v5i1-2.34735.
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The purpose of this study is to explore the instructional approaches that have been using by teachers working in integrated schools for years to optimize the access of visually impaired students to general education curriculum. This study was guided by constructivist paradigm followed by case study design. Altogether eleven teachers were selected from three integrated schools located in Kathmandu Valley by using purposive sampling method. Qualitative data were gathered by using semi-structured interview, classroom observation, and document analysis to get deeper understanding on the studied phenomenon. And then garnered information were edited, transcribed, coded, and thematized to draw meaningful results and conclusions. A number of instructional techniques such as providing materials into accessible format, placing students with low vision near to chalkboard, ability based grouping, pairing blind and sighted students together, etc. were applied by targeting the distinct learning needs of students with visual impairments. But most of these instructional techniques were not used on routine basis because of poorly trained teachers, limited instructional materials, and high students-teacher ratio. Therefore, proper training, sufficient instructional materials, and manageable size of the classroom should be arranged to optimize the access of visually impaired students to general education curriculum.
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Li, Shuning. "Psychological Factors and Countermeasures of Child Abuse caused by Teachers." Scientific and Social Research 3, no. 6 (December 29, 2021): 197–204. http://dx.doi.org/10.36922/ssr.v3i6.1301.
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Child abuse by teachers has had a devastating impact on society, families, and pupils, and has become a major topic of discussion. Physical health issues or impairments induced by severe abuse might leave victims feeling insecure and distrustful. This paper reviews past research, identifies the many types of teacher abuse, and examines the subjective and objective reasons for child abuse on a personality and cognitive level, as well as the resulting reactions to these causes.
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Cihan, Mehmet Akif, and Rona L. Pogrund. "Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments." Journal of Visual Impairment & Blindness 116, no. 3 (May 2022): 404–9. http://dx.doi.org/10.1177/0145482x221109535.
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High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.
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McLinden, Mike, John Ravenscroft, Graeme Douglas, Rachel Hewett, and Rory Cobb. "The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory." Journal of Visual Impairment & Blindness 111, no. 6 (November 2017): 569–84. http://dx.doi.org/10.1177/0145482x1711100607.
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Introduction The unique challenges to learning and participation in education associated with visual impairment are well documented in the literature, as is the importance of addressing these challenges through ensuring practitioners who support them are equipped with appropriate knowledge, understanding, and skills. We use a bioecological systems theory as a lens through which to examine the personnel preparation of vision specialist teachers to act as agents of change. We draw on the different teacher preparation programs for specialist teachers of learners with visual impairments in the United Kingdom to demonstrate how this theory can be applied. Methods We use a bounded case study to bring together the respective teacher preparation programs in the UK in order to demonstrate complementary characteristics of the theoretical model proposed. Results and discussion We argue that a bioecological systems theory offers a holistic framework for educators involved in personnel preparation to explicitly engage with vision specialist teachers in their role as potential agents of change. This preparation includes developing distinctive knowledge, understanding, and skills to facilitate learner participation in education through promoting “progressive” and “mutual” accommodation between the active learner and the changing learning environments in order to achieve successful outcomes. Implications for practitioners The article is original in applying a bioecological systems theory to the preparation of these specialist teachers, with a focus on their role as agents of change. We argue that it has significance, therefore, for practitioners and researchers concerned with the personnel preparation of other practitioners for learners with distinctive educational needs across national contexts and settings.
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Piskun, Olga Yurievna, Veronika Alexandrovna Yadrentseva, Elza Gumerovna Kasimova, and Azat Fanisovich Saykhanov. "A set of Diagnostic Tools for Studying the Emotional Development of School-age Children with Hearing and Vision Impairment." Journal of Pedagogical Innovations, no. 3 (October 16, 2022): 64–77. http://dx.doi.org/10.15293/1812-9463.2203.07.
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The article highlights the problem of studying the emotional development of school-age children with hearing and vision impairments. The aim of the study is to study the emotional development of school-age children with hearing and vision impairments. The methodological basis of the study was the position that the emotional system is one of the main regulatory systems that provide active forms of the bodyʼs life, as well as personality-activity, practice-oriented, polysensory approaches to teaching people with sensory impairments. The study used theoretical methods (study and analysis of psychological, pedagogical, scientific, methodological and educational literature), empirical methods (analysis of survey results, test diagnostics, projective methods). The scientific novelty of the study lies in the designation of a set of methods for studying the emotional development of school-age children with hearing and vision impairments, their adaptation, taking into account the structure of disorders and approbation, identifying the levels and indicators of the emotional development of school-age children with bisensory impairment. As a result of the analysis of psychological and pedagogical literature, a diagnostic complex for studying the emotional development of school-age children with hearing and vision impairments was created, consisting of specially adapted methods, taking into account bisensory impairment, methods successfully tested in the process of a regional study, methodological recommendations for the application were developed. this complex. It has been proven that, thanks to carefully selected diagnostic tools, it is possible to identify the levels of emotional development of children with hearing and vision impairments and determine the optimal vector of emotional development. The research materials will be of interest to teachers-defectologists, psychologists, bachelors, undergraduates, graduate students.
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Wolffe, Karen E., Sharon Z. Sacks, Anne L. Corn, Jane N. Erin, Kathleen M. Huebner, and Sandra Lewis. "Teachers of Students with Visual Impairments: What are they Teaching?" Journal of Visual Impairment & Blindness 96, no. 5 (May 2002): 293–304. http://dx.doi.org/10.1177/0145482x0209600502.
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This article describes the results of a qualitative study on researchers’ observations of teachers of students with visual impairments and how the teachers spend their time in the classroom. The researchers report on the types of training and services being provided to students, including instruction in areas of the expanded core curriculum, also known as disability-specific skills training.
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Smith, Derrick W., Pat Kelley, Nancy J. Maushak, Nora Griffin-Shirley, and William Y. Lan. "Assistive Technology Competencies for Teachers of Students with Visual Impairments." Journal of Visual Impairment & Blindness 103, no. 8 (August 2009): 457–69. http://dx.doi.org/10.1177/0145482x0910300804.
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Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies.
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Amato, Sheila, Sunggye Hong, and L. Penny Rosenblum. "The Abacus: Instruction by Teachers of Students with Visual Impairments." Journal of Visual Impairment & Blindness 107, no. 4 (July 2013): 262–72. http://dx.doi.org/10.1177/0145482x1310700403.
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Al-Zboon, Eman. "Kindergarten Curriculum for Children with Hearing Impairments: Jordanian Teachers' Perspectives." Deafness & Education International 18, no. 1 (January 2, 2016): 38–46. http://dx.doi.org/10.1080/14643154.2015.1133006.
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Craig, C. J., L. DePriest, and K. Harnack. "Teachers’ Perspectives on Selecting Literacy Media for Children with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (November 1997): 539–45. http://dx.doi.org/10.1177/0145482x9709100605.
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Teachers from a residential school and a public school district that serve children with visual impairments read scenarios of five children with various eye conditions and ability levels, chose a primary literacy medium for each child, and presented rationales for their decisions. Although all the teachers cited child-related factors more than mechanical or social factors, the two groups of teachers differed in the weight they placed on different subcategories of these factors and their attitudes toward the use of braille.
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Arslan, Ayşenur, and Mesture Kayhan Altay. "Spatial Strategies Used by Students With Visual Impairments to Solve Questions of Spatial Visualization." Journal of Visual Impairment & Blindness 115, no. 5 (September 2021): 436–47. http://dx.doi.org/10.1177/0145482x211046668.
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Introduction: This study examines the spatial abilities of middle school students with visual impairments (i.e., blindness and low vision) in the context of spatial visualization. The study also aims to examine the strategies used by such students in solving questions requiring spatial ability. Methods: Participants comprised eight students with visual impairments attending the 8th grade of a school in Ankara, Turkey, which teaches students with visual impairments. The data collection tool is composed of eight questions under the guidance of the definition for spatial visualization. Question types belonging to the spatial visualization subcomponent were organized in four topics: 2D rotation, 3D rotation, paper folding, and cube folding. Results: It was observed that students with visual impairments used mental rotation and key feature strategies for 2D rotation questions. They used the key feature strategy for 3D rotation questions and the mental manipulation strategy for cube folding and paper folding questions. Discussion: In this study, it was identified that strategies used by students with visual impairments show similarities with spatial strategies defined in the literature as used by students without visual impairments. Of all the other types of questions, the most successful question of students with visual impairments is the paper folding question. Implications for practitioners: The results of this article can help teachers become aware of the kind of difficulties that students with visual impairments encounter when they try to solve questions that require spatial ability.