Relevant bibliographies by topics / Education and visual impairment

Academic literature on the topic 'Education and visual impairment'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education and visual impairment"

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Nyugap, Charly R. "Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.

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Douglas, Graeme. "ICT, Education, and Visual Impairment." British Journal of Educational Technology 32, no. 3 (June 2001): 353–64. http://dx.doi.org/10.1111/1467-8535.00204.

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Maychell, Karen, and David Smart. "Visual impairment training reviewed." Educational Research 31, no. 3 (November 1989): 201–9. http://dx.doi.org/10.1080/0013188890310306.

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Kaminer, Ruth K., and Eugene McMahon. "Blindness and Visual Impairment." Pediatrics In Review 16, no. 2 (February 1, 1995): 77–78. http://dx.doi.org/10.1542/pir.16.2.77.

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The identification and treatment of children who have significant visual impairments are critical to their health and future well-being. "Legal blindness" occurs if a patient has central visual acuity of 20/200 or less in the better eye with corrective glasses or a visual field that is no greater than 20 degrees in the better eye. To determine eligibility for special education services, states must adopt a definition of visual impairment consistent with the Individuals with Disabilities Education Act (IDEA). For educational purposes, this includes students who have a visual disability that, even with correction, affects their educational performance adversely. The term includes both partially seeing and blind children.
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Stekić, Dunja. "Knowledge of persons with visual impairment and typically developing persons about sexually transmitted diseases." Specijalna edukacija i rehabilitacija 21, no. 3 (2022): 195–209. http://dx.doi.org/10.5937/specedreh21-36240.

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Introduction. Sexually transmitted diseases are a public health, medical and social problem. They are among the five most common diseases in the world. Knowledge about sexually transmitted infections and protection from them is one of the most important methods of prevention and protection of sexual and reproductive health. Objectives. The main aim of this paper was to determine the knowledge of persons with visual impairments about sexually transmitted diseases. Other objectives included determining the differences between knowledge of persons with and without visual impairments about sexually transmitted diseases and determining gender, age, and educational differences. Methods. The study included 50 participants with visual impairment and 50 participants without visual impairment, equal in gender, age, and level of education. Data were collected online in May 2020. The Illustrative Questionnaire for Interview-Surveys with Young People was used for this purpose. Results. The main results showed a statistically significant difference between persons with and those without visual impairment in terms of knowledge about the types of sexually transmitted diseases. In the subsample of participants with visual impairment, there were statistically significant differences related to gender, but no age and educational differences. Conclusion. It is necessary to pay more attention to people with visual impairment with regard to sexual and reproductive health through the organization of training and workshops in order to increase knowledge on this topic.
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Stanimirov, Ksenija, Aleksandra Grbović, Marija Anđelković, Milorad Ljutica, and Sanja Rakić. "Ophthalmologists' awareness of cerebral visual impairment: Preliminary study." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 147–59. http://dx.doi.org/10.5937/specedreh20-33159.

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Introduction. Cerebral visual impairment is the leading cause of severe visual impairment and blindness in infants and children in high-income countries. The main cause of this condition is damage of higher visual pathways and brain centers which leads to problems in processing visual information. In the last 20 years, an increase in the prevalence of cerebral visual impairment has been observed, but this diagnosis as a cause of vision problems in Serbia is not common. Objectives. The aim of this study was to assess the awareness of ophthalmologists of cerebral visual impairment. Methods. The Questionnaire for the assessment of cerebral visual impairment (Maitreya et al., 2018) was translated into Serbian, and used for data collection. The sample consisted of 45 ophthalmologists employed on the territory of the Republic of Serbia. Results. Two thirds of ophthalmologists from the sample self-assessed their knowledge a slow (or nonexistent). However, the results showed that they had a satisfying level of awareness about cerebral visual impairment, and the majority of the participants correctly stated the most common risk factor for cerebral visual impairment. The highest awareness was observed in ophthalmologists who worked in health centers, those with more work experience, and especially those who primarily worked with children. Conclusion. Further informing the ophthalmologists about the diagnostic method of choice, symptomatology and differential diagnosis of cerebral visual impairment is desirable. Raising the awareness of doctors about this condition would lead to more frequent diagnoses, especially in babies with neurological impairments that are currently most likely misdiagnosed or unrecognized when it comes to their vision problems.
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Sandu, Paula-Bianca, Andreia-Mihaela Stancu, Corina-Andreea Șerban, Roberta-Nicoleta Vasile, and Alexandra-Maria Voicu. "Education and personality in relation to visual impairment. Visual impairment during the Coronavirus pandemic." Review of Psychopedagogy 10, no. 1 (July 20, 2021): 195–202. http://dx.doi.org/10.56663/rop.v10i1.31.

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This article focuses on identifying the differences between the personality of people with visual impairments and people without such disabilities, identifying the influences of Covid-19 pandemic on people with visual impairments and understanding the possibilities of alleviating their difficulties.We also intended to highlight the daily struggles of the visually impaired. During this difficult period -the pandemic - they went through a lot: they could not shop, they could not receive help from other people, because they had to keep their distance and they had to give up their jobs.
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Ujima, Kazuhito. "Topics on Education for the Visual Impairment." Japanese Journal of Rehabilitation Medicine 58, no. 12 (December 18, 2021): 1367–76. http://dx.doi.org/10.2490/jjrmc.58.1367.

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Dychko, Danil, Vladyslav Dychko, Elena Dychko, Grigory Grigorenko, and Sergey Kokhan. "Effectiveness of the influence of rehabilitation physical education on the psychological and physical status of people." E3S Web of Conferences 284 (2021): 08023. http://dx.doi.org/10.1051/e3sconf/202128408023.

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The research work deals with the actual problem of visual impairment in children at an early age, which creates difficulties in the accumulation of sensory experience, which delays the formation of mental processes. Children with visual impairments have specific peculiarities of activity, communication and psychophysical development, which are manifested in lagging, impairment and originality of the development of motor activity, spatial orientation, the formation of ideas and concepts, in the methods of object and practical activity, in the peculiarities of the emotional and volitional sphere, social communication, integration into society, adaptation to work. The authors developed a rehabilitation complex of physical exercises and studied the effectiveness of its influence on the psychophysical status of children and adolescents at the age of 10-16 years with visual impairments. In the course of the study (groups of children with visual impairment at the age of 10-14 and 15-16 years), it was found that the author's rehabilitation complex of physical exercises has a positive effect on the performance of tests characterizing the psychomotor reaction to a simple auditory and motor reaction, the sound version of the corrective test , contact coordination, hand strength and endurance, tapping test (strength of the nervous system) in children with visual impairment, and it can be recommended for widespread use by specialists to work with children at the age of 10-16 years with visual impairments to improve the psychophysiological state and improving the quality of life.
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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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Dissertations / Theses on the topic "Education and visual impairment"

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Candido, Jacqueline P. Haslam Elizabeth L. "Visual impairment in a visual medium perspectives of online learners with visual impairments /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2932.

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Rosenblum, Lee Penny 1964. "Friendship dyads of adolescents with visual impairment." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289355.

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This study examined the best friendships of 40 adolescents with visual impairment. Twenty three best friends of these adolescents also participated in the study. The 63 participants completed a Demographic Form, the Intimate Friendship Scale (Sharabany, 1974), and the Telephone Survey. Ten dyads, who were representative of the study sample, were selected for Personal Interviews. Each of the 40 adolescents with visual impairment and the best friend were similar in gender, ethnicity, grade in school, grades earned in school, and dating experience. Twelve of the best friends also had a disability. On the Intimate Friendship Scale both the adolescents with visual impairment and their best friends rated the dimensions of Frankness/Spontaneity, Giving/Sharing, Trust/Loyalty, and Attachment as being the most salient characteristics in the reported best friendship. Analysis of Variance (ANOVA) tests to examine the effect of gender (male, female), vision status (blind, low vision), and grade group (junior high school, senior high school) yielded significant interaction effects for Frankness/Spontaneity and Trust/Loyalty. The majority of response for where friends spent time together was in the home environment, with the most common activities they reported doing together being hobbies. When talking together both members of the friendship dyad most frequently reported topics around other people and hobbies. Few study participants reported that the visual impairment impacted the activities the friends could do together. The activities that were difficult were ball sports and watching movies. When the 23 best friends reported how their time with another best or close friend was spent, there were few reported differences from how they spent time with the adolescent with visual impairment. Adolescents with visual impairment established reciprocal friendships which had high levels of intimacy and were similar to those of sighted peers. Together the friends engaged in activities typical of nondisabled adolescents. Participants in this study appeared to recognize the limitations of the visual impairment and to adapt interactions appropriately. There were not major differences in the reported friendships of study participants compared to adolescents described in the literature.
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Taylor, E. D. "Blindness, education and society." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7264.

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This thesis looks at social scientific and disability related research on visual impairment and education. It starts from a historical perspective, and outlines the radical change of emphasis in research and thinking brought about by the Disabled People's Movement. After showing how this movement has developed, it looks at various aspects of visual impairment, concentrating on rehabilitation, personality research and the symbolism of the eye. The next section looks at the development of education for visually impaired people. It starts from a historical perspective, and relates this to mainstream Sociological research on classroom interaction and school culture. All of these sections highlight the importance of attitudes and social factors, whilst not denying the undoubted impact of visual impairment in itself. 23 visually impaired school pupils were interviewed, each individually, in a wide range of schools, and from a variety of social and educational backgrounds although an age range of 14 to 18 years seemed most suitable, for various reasons, the ages of those interviewed range from 13 to 19 years. For more detail see Chapter 7. The results highlighted a lack of understanding amongst educational establishment and society at large, especially with regard to partial sight. They showed that generally people can live normal lives, but that it is difficult for them to become fully part of groups which include sighted people, mainly due to problems in sighted people's attitudes and the effects of not seeing who and what is around. Varying levels of confidence were found in both mainstream and special schools, and these often related to the level of encouragement given by staff for the visually impaired people to mix with sighted people. 10 sighted colleagues of the visually impaired respondents at three of the schools were also interviewed, again individually. They were aged 15 and 16. Again, see Chapter 7 for more details. They highlighted issues including looking different, not "knowing how to act" around a visually impaired person, and in some schools, a lack of information about visual impairment. It was these issues, along with the availability of more mainstream information for visually impaired people, (especially "top shelf" material) that concerned respondents the most.
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Fellenius, Kerstin. "Reading acquisition in pupils with visual impairments in mainstream education." Doctoral thesis, Stockholms universitet, Institutionen för individ, omvärld och lärande (IOL), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64231.

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This thesis is based on five empirical studies of pupils with visual impairments, their reading ability and processes of reading acquisition within the framework of mainstream education in comprehensive schools. The aim of the thesis is to increase our understanding and knowledge of reading acquisition in pupils with visual impairments in mainstream education. A further aim is to find factors, which influence reading acquisition from an individual, as well as an environmental, perspective. Developmental theories regarding the individuals' possibilities to acquire an optimal development in interaction with their environment offer a theoretical framework for the thesis. Different research designs, descriptive and explorative, have been used to fulfil the purpose. The studies have revealed a heterogeneous group of readers with visual impairments bearing in mind functional visual ability, reading media (print and braille) and reading ability. As a result of these studies, it was possible to divide the readers into three groups with regard to reading performance. About one quarter of the population was average or high achievers, another quarter extremely low achievers, irrespective of visual acuity, reading media or reading devices. In most cases, additional impairments, intellectual impairment or language problems caused low achievement. The largest group, about half of the population, consisted of readers who were able to read but demonstrated difficulties in other ways. Visual acuity and reading media varied greatly in this group. There were uncertain readers, readers with low reading rate but good comprehension, readers with less stamina and readers who did not use their reading ability except for schoolwork. The pupils were well equipped with optical devices, lighting and special desks but seldom used the facilities for reading. In general, the pupils with visual impairments read less compared with their sighted peers. Nor were they exposed to text in natural situations in society, which decrease their incidental reading training. Consequently, a large group of readers with visual impairments need an adapted reading program in order to stimulate reading from the start and to use their potential ability. Competence in the school and home environment is necessary for compensating lack of training and preventing the visual impairment being the reason for reading difficulties. Reading disabilities due to biological factors were significant for a smaller group. Visual impairment as a reading handicap is, in this thesis, identified when a person, able to read, does not have access to the text in an appropriate reading medium or format, reading and writing tools are missing or reading must be performed in a badly adapted environment. Increased knowledge and effective environmental measures could reduce a reading handicap caused by a visual impairment for a larger group of children and young people.

Härtill 5 uppsatser. Endast sammanfattning s. 1-93 i fulltext.

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Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multiple sources of data collection which included participatory action research (PAR) based workshops, observations, field notes, audio-visual data and a research diary to document the research process. I conducted an inductive thematic analysis on the data that was collected. The findings of the study indicated that teachers in full-service schools and special schools both adopted similar implementation strategies such as having making various adaptations to the learning materials and the actions of the teacher in being an implementer. Some of the differences were also made mention of between the full-service and special schools. Teachers did also note some of their needs and challenges in relation to resources needed such as braille machines, embossing machines and various assistive devices.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted
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Lane, Cherylee Mary. "Predictors of successful inclusion for children with vision impairment in early education." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/1610.

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The international movement to include children with disabilities in education has resulted in significant legislative and policy change. However some have argued that this has not translated into actual practice and that inclusion (as opposed to integration) is not the usual practice in Australia. There are fears that inclusion, if implemented poorly, will be detrimental to the wellbeing of students with disabilities. Similar concerns exist for students with vision impairment. The quality of their inclusive experiences varies dramatically from school to school, with an isolated few children reaping the expected benefits of inclusion. The variation in these experiences has not yet been explained.The purpose of this research was to determine which, if any, factors predict successful inclusion for children with vision impairment in regular early education in Australia. The research occurred in two phases: (1) a formative, qualitative phase; and (2) a quantitative, longitudinal phase.The aim of Phase 1 was to select factors that stakeholders perceived were important in influencing the inclusive early education of children with vision impairment in Australia. Nominal Group Technique elicited the perception of five stakeholder groups (allied health professionals, visiting teachers, classroom teachers, parents of, and students with vision impairment) (N = 25). The ranked items generated by each stakeholder group were combined using content analysis. These were then ranked overall. The top-ten ranked ‘stakeholder factors’ formed the independent variables for the second phase of the study.Phase 2 had three aims relating to regular early education in Australia: (1) to describe the situation that children with vision impairment are exposed to (i.e. the stakeholder factors identified in Phase 1); (2) to compare the inclusive outcomes (participation, engagement, child interaction, academic and overall) of children with and without vision impairment; and (3) to determine the influence of the stakeholder factors on the inclusive outcomes of children with vision impairment. A prospective, longitudinal cohort design was used; conducted over two years. Twenty children with vision impairment and 37 sighted classmates (mean age 65 months) who attended regular kindergarten to grade one classes in Australia participated.Three aspects were commonly found to be poor in the regular class situations: access to vision aides and equipment, support for staff, and teacher training and experience; however the individualisation and physical environment were adequate. Nonparametric analysis demonstrated that both education staff and parents were more involved with children with vision impairment compared to classmates. The children’s social skills differed only at the end of the second year.Children with vision impairment had significantly poorer inclusive outcomes than classmates. Mann-Whitney U Tests found that children with vision impairment participated significantly less in class activities, were less engaged in tasks and experienced poorer social interaction than classmates at each point during the two years. At the end of the second year, children with vision impairment had significantly poorer academic performance.A three-step process selected the stakeholder factors that had a significant individual influence on the inclusion of children with vision impairment, relative to their classmates. Receiver Operating Characteristic curve analysis then demonstrated that Indices of these combined stakeholder factors predicted successful inclusive outcomes of children with vision impairment up to two years later. Presence of a combination of at least six factors, categorised as Environmental (teacher attitude, teacher training and experience, adult involvement, vision aides and equipment and physical environment); Personal (early intervention); and/or Activity Performance (social skills) significantly improved the likelihood of success.This study demonstrated that a high proportion of children with vision impairment in Australia are exposed to less than adequate situations in early education, and, as such, experience poor quality inclusion. Given the long term effects of early experiences, it is imperative that children have positive early education experiences. This research provided new knowledge of the factors that can improve regular early educational outcomes for students with vision impairment. This can further guide the decisions of policy makers, educators, health professionals and parents concerned with improving the life of children with vision impairment.
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Nannemann, Allison C. "ASelf-Accommodation Strategy for Students with Visual Impairments:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108379.

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Thesis advisor: David Scanlon
Classroom accommodations are a primary means of providing an appropriate education for students with disabilities. While there is value in student involvement in the accommodations process, the process continues to be teacher-driven, so we need to teach students to be strategic in selecting and utilizing their own accommodations. This problem holds true across disabilities, and students with visual impairments are no exception. The Student Self-Accommodation Strategy (SSA) was developed to support students with high-incidence disabilities in strategically selecting and utilizing their own accommodations. This study investigated SSA learning and performance for students with visual impairments and how learning the SSA impacted their classroom accommodation practices. The learning experiences of four students with visual impairments were compared using comparative case studies (Cresswell, Plano Clark, Gutmann, & Hanson, 2003) within a sequential explanatory design (Hanson, Creswell, Plano Clark, Petska, & Creswell, 2008). Mixed methods data were collected before, during, and after strategy instruction pertaining to accommodations knowledge and practices, strategy learning and performance, metacognition and self-regulated learning, and student perceptions of the SSA. Cross-case analysis revealed key findings regarding strategy instruction, strategy learning and performance, and metacognition and self-regulated learning. These key findings have implications for educating students with visual impairments and future research on the SSA. Ultimately, this study indicates that the SSA is a valuable tool for strategically selecting and utilizing accommodations; however, characteristics of individual students and their learning environments have a considerable impact on the development of strategic thinking
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Cowan, Heidi Janel. "Knowledge and Understanding of Function held by Students with Visual Impairments." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316530569.

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Pavey, Susan Ann. "The provision of mobility and independence education to children with visual impairment in mainstream schools." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3021/.

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This two-phase study investigates the provision of mobility and independence (M&I) education for children with visual impairment in mainstream schools in the United Kingdom (UK). Phase I collected data (through questionnaires and interviews) from professionals involved in M&I education in order to obtain a UK-wide picture of provision and service delivery. The analysis particularly noted that many different professionals and agencies were found to be involved in M&I education and the scope and organisation of services differed across the country. It is argued that this complexity resulted in an inconsistent and patchy level of provision across the UK. Given the range of professionals involved in M&I education, Phase II explored whether distinct ideologies were observable when different professionals described their practice. Techniques of discourse analysis were applied to transcripts from interviews with six participants from a range of professional backgrounds. Findings include evidence of administrative, charitable/philanthropic, rights, professional and educational discourses, as well as discourses linked to the social and individualistic models of disability, and diverse categorisation of children. The key finding that different professionals have different ways of talking about what they do has implications for the type and nature of services that children receive.
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Washington, Samantha. "Teachers' Perceptions About Addressing Literacy for Students With Vision Impairment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4486.

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Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through social contexts and observations, was used as the conceptual framework for this study. Data were collected from 1-on-1 interviews with 10 volunteer regular education teachers teaching students at the elementary level. The resulting data were analyzed via color-coding transcripts, NVivo running word-frequency queries, and manual review of each transcript. The results revealed the participants did not have training, awareness for the literacy needs of students with visual impairment, or knowledge of the different types of technology used to access and create literacy materials. Although they lacked training and current knowledge of providing literacy instruction, the participants expressed confidence in their ability to research, collaborate, and gain the knowledge needed to effectively do so. The implications for positive social change include implementation of training and/or an education cycle for more efficient instruction when serving a student with visual impairment in the local school district. Efficient instruction can facilitate an improvement in the academic performance of students with visual impairment.
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Books on the topic "Education and visual impairment"

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Christine, Arter, and University of Birmingham. School of Education., eds. Children with visual impairment in mainstream settings. London: David Fulton, 1999.

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Including children with visual impairment in mainstream schools: A practical guide. London: David Fulton, 2003.

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Cortical visual impairment: An approach to assessment and intervention. New York, NY: AFB Press, 2007.

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Martin, Bax, Best Anthony B. 1947-, and Fielder Alistair R, eds. The management of visual impairment in childhood. Cambridge: Cambridge University Press, 1993.

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VITAL and Royal National Institute for the Blind., eds. Approaches - to working with children with multiple disabilities and a visual impairment. London: RNIB on behalf of VITAL, 1998.

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S, McCall, ed. Learning through touch: Supporting children with visual impairment and additional difficulties. London: David Fulton, 2002.

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Teaching children with visual impairments. Milton Keynes, [England]: Open University Press, 1992.

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

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Kamei-Hannan, Cheryl. Reading connections: Strategies for teaching students with visual impairments. New York: AFB Press, American Foundation for the Blind, 2015.

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Book chapters on the topic "Education and visual impairment"

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Bajaj, Gagandeep. "Revisiting Visual Impairment." In Disability Inclusion and Inclusive Education, 139–56. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0524-9_7.

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Lueck, Amanda Hall, and Gregory L. Goodrich. "Trends in low vision education." In The Routledge Handbook of Visual Impairment, 99–117. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-8.

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Douglas, Graeme, Rachel Hewett, and Mike McLinden. "Transition from school to higher education." In The Routledge Handbook of Visual Impairment, 143–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-10.

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Wolffe, Karen E. "Career education for students with visual impairments." In The Routledge Handbook of Visual Impairment, 159–71. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-11.

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Lieberman, Lauren J., and Justin A. Haegele. "Teaching children who are deafblind in physical education, physical activity and recreation." In The Routledge Handbook of Visual Impairment, 175–88. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-12.

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Dawn, Ranjita. "Provisions for Education of Persons with Visual Impairment." In Educational Achievement and Psychosocial Transition in Visually Impaired Adolescents, 49–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6644-3_3.

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Dawn, Ranjita. "Visual Impairment and Psychosocial Development." In Educational Achievement and Psychosocial Transition in Visually Impaired Adolescents, 15–48. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6644-3_2.

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Argyropoulos, Vassilios, and Frances Gentle. "Formal and non-formal education for individuals with vision impairment or multiple disabilities and vision impairment." In The Routledge Handbook of Visual Impairment, 118–42. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-9.

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Parker, Elizabeth C., Amy E. Spears, and Tami J. Draves. "A Case Study of Two Music Education Majors with Visual Impairment." In Marginalized Voices in Music Education, 176–98. New York; London: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225401-11.

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Boldinova, Olga G., Anna V. Meshcheryakova, Ekaterina A. Ivanova, and Adelina A. Nigmatullina. "Study of the Competence of Parents Raising a Child with Visual Impairment." In Education of Children with Special Needs, 473–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_49.

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Conference papers on the topic "Education and visual impairment"

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Růžičková, Veronika. "Spatial Orientation Of People With Visual Impairment." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.81.

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Wijiastuti, Asri, Siti Masitoh, Sri Joeda Andajani, Sujarwanto, and Maria Veronika Roesminingsih. "Teaching Science to University Students with Visual Impairment." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.65.

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Vítová, Jitka. "LEVEL OF VISUAL PERCEPTION OF YOUNGER SCHOOLCHILDREN WITH VISUAL IMPAIRMENT AND THEIR INTACT PEERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1006.

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Yekimov, Sergey, Aleksey Masenko, Natalia Grankina, Irina Gerasimenko, and Elena Udina. "Correctional Education and Child-Rearing with Visual Impairment Through Work Involvement." In VIII International Scientific and Practical Conference 'Current problems of social and labour relations' (ISPC-CPSLR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.111.

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Nigmatullina, Irina A. "Features Of Verbal Communication Of Primary School Students With Visual Impairment." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.44.

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Rivas-Perez, Tribeth, Abraham Meza-Vega, Veronica Mora-Lezcano, Dionisio Palacio-Amador, and Mario Chacon-Rivas. "EULER - Mathematical Editing by Voice Input for People with Visual Impairment." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00012.

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Ruzickova, Veronika, A. Vondrakova, V. Vachalova, G. Spinarova, and K. Kroupova. "3D AUDIO-TACTILE MAPS AND MODELS FOR PEOPLE WITH VISUAL IMPAIRMENT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0790.

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Flekačová, Lucie, Pavlína Baslerová, Jan Michalík, Ivana Hrubešová, and Zuzana Haiclová. "SPECIAL PEDAGOGICAL DIAGNOSTICS IN CHILDREN WITH VISUAL IMPAIRMENT: A REVIEW STUDY." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0568.

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Techateerawat, Piya. "Developing E-Learning System to Support Visual Impairment During Covid-19 Pandemic." In 10th International Conference on Natural Language Processing (NLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112331.

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E-learning is a common tool to support the education in variety of scenarios. As the education content can be prepared by the group of specialists, but the skilled teachers are limited in remote area. Also, the contents in most curriculum are planned to distribute to limited skilled people. The gap of education can be full-filled with E- learning system. However, the conventional E-learning is high cost system and not appropriated for rural area. Also, opensource system is complicated to implement and configure in dedicated curriculum. This research is proposed the customized design of E-learning system for supporting visual impaired student with dynamic design during Covid-19 pandemic. The limitation has challenged the research to sharing and testing among the stakeholders. The system is designed and implemented from actual requirements from teachers and students in university level. As a result, the result show student involvement and deliver more content and knowledge to the visual impaired students. The feedback from actual usage also is evaluated.
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Putri, Rossy, Annisa Fikriah, Diana Latifah, Shafa Aisy, Eliyawati Eliyawati, and Eka Prima. "Bluino: Blind Arduino Sensor to Assist Students with Visual Impairment." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296372.

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Reports on the topic "Education and visual impairment"

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Kardon, Randy, and Pieter Poolman. Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada612544.

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Kardon, Randy. Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada567270.

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Kardon, Randy, and Pieter Poolman. VRP09 Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada621312.

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

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Akashi, M., M. Akizuki, M. Cobham, N. Itoh, N. J. Miller, L.-J. M. Schlangen, and J. H. F. van den Broek Cools. CIE 227:2017 Lighting for Older People and People with Visual Impairment in Buildings. International Commission on Illumination, October 2017. http://dx.doi.org/10.25039/tr.227.2017.

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Bickford, James. An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1315.

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Donoghue, Orna. Examining the links between fear of falling, visual impairment and mobility in community-dwelling older Irish adults. The Irish Longitudinal Study on Ageing, December 2014. http://dx.doi.org/10.38018/tildarb.2014-00.

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Dale, Naomi, Aneesa Khan, and Sophie Dale. Early intervention for vision and neurodevelopment in infants and very young children with visual impairment: a systematicreview. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0080.

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Review question / Objective: Research question - What is the effectiveness of Early Childhood Intervention (ECI) in the first 3 years of life? Population (P) Infants and very young children with diagnosed visual impairment. Intervention (I) ECI programmes that includes vision and developmental stimulation, play, learning and responsive parenting Comparison (C) Standard care or control Outcomes (O) Primary: Vision function or and/or neurodevelopment and/or parent-child interaction outcomes Secondary: Parental context factors eg parental wellbeing and mental health, parental satisfaction with service provision. Condition being studied: Childhood congenital or very early visual impairment arising from congenital disorders of the peripheral or anterior visual system or cerebral-based vision disorders. This includes all vision disorders of the globe, retina and anterior optic nerve and all vision disorders that are considered cerebral based along visual pathways that are retro-chiasmatic and include central brain regions and networks involved in vision processing.
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Swobodzinski, Martin, Amy Parker, Elizabeth Schaller, and Denise Snow. Pedestrian Wayfinding Under Consideration of Visual Impairment, Blindness, and Deafblindness: A Mixed-Method Investigation Into Individual Experiences and Supporting Elements. Transportation Research and Education Center (TREC), 2022. http://dx.doi.org/10.15760/trec.282.

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van der Steina, Aija, Agita Lūse, Liene Rācene, Nadežda Pazuhina, and Diāna Popova. Mindful Tourism Services for People with Mental Impairment. Situation Scan: Latvia, 2021. Institute of Philosophy and Sociology of the University of Latvia, September 2021. http://dx.doi.org/10.22364/mtspmi.2021.

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The report is part of the EU Erasmus + funded project “Mindful tourism services for mentally disordered people” (MindTour). The project aims to promote and support tourism entrepreneurs to value mentally disordered clients and their families as persons and customers and help them design mindful tourism services accessible for mentally disordered people. The project is implemented in cooperation with Estonian, Belgian and Latvian higher education institutions – University of Tartu, Pärnu College (Estonia), Thomas More Mechelen-Antwerpen (Belgium), University of Latvia (Latvia), as well as leisure and tourism service providers - Pärnu Museum (Estonia), Museum Dr Guislain (Belgium) and SIA Zeit Hotel (Latvia). This report reveals the current situation in the use and accessibility of tourism services for people with mental impairment in Latvia. Researchers of the Institute of Philosophy and Sociology of the University of Latvia Agita Lūse, Liene Rācene, Diāna Popova, Nadezhda Pazuhina and Aija van der Steina researched in the autumn and spring semesters of the academic year 2020/2021, using both secondary data sources and gathering primary data through interviews with social service providers and tourism service providers, as well as participant observation and mapping of services, involving people with GRT in the consumption of tourism services.
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