Dissertations / Theses: '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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Molekoa, Mmamokele Tryphosa. "Full service schools readiness in accommodating career construction of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/79282.

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The study explored readiness to accommodate career construction (CC) of learners with visual impairment (LVI) in 2 full service schools (FSSs) within 2 provinces in South Africa (SA) (see Annexure B). A qualitative research approach was applied to gather rich information. Research participants were selected using non-probability, purposeful sampling. The sample consisted of a total of 26 teachers recruited from the 2 provinces of the Free State (2) (see Annexure C) and the Eastern Cape (24). Data was generated through face-to-face semi-structured interviews, observations and teacher participation in participatory action research (PAR) workshops. Data were analysed employing inductive, thematic data analysis, where themes emerged that answered the study’s research questions (see Annexure H). The findings from the study indicated the following themes arranged according to prominence: (1) the role FSSs play in CC; (2) positive and negative perceptions teachers hold towards accommodating CC of LVI; and lastly (3) skills and resources needed by FSSs and teachers. It is hoped that the results will assist the Department of Higher Education in collaboration with the University of Pretoria (UP) to develop a qualification to train teachers on accommodation of LVI.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
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Cherian, Leela. "Parental control styles and creative problem-solving abilities in children with vision impairment." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36577/1/36577_Digitised%20Thesis.pdf.

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Vision is an extremely important sense mode for learning. A great deal of learning takes place through the use of the visual modality. Therefore, children with vision impairment miss many valuable opportunities for learning and development. The research reported in this thesis is an exploration of parental styles of control and teaching styles and children's creative problem-solving abilities in Australia and Gujarat (India). The children in the study were children with sight and vision impairment (Australia) and children with vision impairment across two cultures (Australia and Gujarat) in the age group of 7 to 12 years. The aims of the two studies were to investigate the relationship of parental styles of control and teaching styles to children's performance on creative problem-solving tasks and to examine similarities and differences in the parenting styles of control and teaching styles of parents in Australia and Gujarat. This study provided findings from research undertaken in Brisbane (Australia) and in Gujarat (India). The Australian study provided a comparison of outcomes on creative problem-solving tasks by 11 sighted children and 17 children with varying degrees of vision impairment. The inclusion of 13 children with vision impairment from Gujarat (India), provided further comparison and consideration of cultural aspects of parental control and teaching style. The creative problem-solving tasks covered problems that involved concrete materials and problems that involved verbal information. These tasks were further subdivided into open-ended and goal-directed problems. In the open-ended problem, the children were required to generate as many responses as possible to the problem, whereas in the goal-directed problem, children were required to generate one or more creative solutions to the problem. Qualitative data were obtained and analysed from the parents of the children in each of the three groups through the use of questionnaire and semi-structured interview. The questionnaire provided reported information about parental styles of control and teaching style. Interviews with the parents provided information about their child's development and about their parental styles of control and teaching styles. Results from these studies indicated that sighted children managed the creative problem-solving tasks more easily and successfully than a matched sample of Australian children with vision impairment. The comparison of outcomes between the Australian and Gujarati children with vision impairment showed different levels of performance in favour of the Australian children. Children who scored high on their creative problem-solving tasks enjoyed the effects of early interaction with their parents, and of exploring the environment in order to understand their world. Reported information from interviews and questionnaires indicated that children of parents with permissive styles of parenting tended to be more successful in generating creative solutions to the tasks. Consideration of cultural and environmental features indicated that the children of the Gujarati sample had fewer resources available to them. The findings generally supported the need for parents of children with vision impairment to be active in assisting their children to become independent. The study also reports a number of methodological issues to be considered when undertaking this kind of research with subjects in widely varying cultures and environments.

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Bickford, James. "An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1316.

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Since the inception of special education legislation, the identification of severely visually impaired children has become a difficult task. Official prevalence rates for severe visual impairment currently vary from 8 per 10,000 to 120 per 10,000 school aged children. With such a large discrepancy in rates, it is difficult to plan and provide appropriate specialized services to this group of children. Given this wide variance of reporting, several questions have arisen: (1) What is the prevalence of severely impaired vision as a secondary handicap when another handicapping condition is already known and identified? (2) Is there a significant difference between the reported prevalence rates of severe visual impairment and documented prevalence? Once these questions are answered, educational implication questions arise. (1) Are students receiving services by a person trained to provide specialized assistance? (2) Is there a perception of need for such services? (3) If services are being offered, are they adequate? Such results are vitally important for visually impaired students, for the lack of vision severely restricts all areas of learning and life skills. Level of functional vision determines educational methodology, range and variety of experiences, independent travel skills, and one's ability to control the environment. Teacher training programs are running behind of current need, and should the rates of visual impairment be higher than prevailing calculations, the need for teachers and/or training could multiply several-fold. Using a cluster sampling method, 658 special education students in the Portland metropolitan area were screened for visual impairment. Eleven of the 658 had previously been identified as visually impaired, which coincided with the national rates used as comparison for this study. Upon screening, a total of 86 students were identified as severely visually impaired resulting in a prevalence rate of .130 for handicapped children, a significant difference from the numbers reported under Education of the Handicapped Act and to the American Printing House for the Blind. Perceived need for services for these children indicated a desire to have a better understanding of the implications of visual impairment. Although there was not strong evidence that each child needed a teacher of the visually impaired, respondents expressed a desire to know of curricular adaptations needed.

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Wild, Tiffany Ann. "Students' with visual impairments conceptions of causes of seasonal change." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217635372.

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Rooks, Deborah Lynn. "Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194503.

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The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students' science notebook writing were examined. Also, students' alternative conceptions about scientific phenomena and changes in students' thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post- curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student-constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e, causes of lunar phases, reason for the seasons) as do their peers with sight. This study contributes to the literature about inquiry-based instructional strategies for all students and initiates the conversation about best practice for science instruction with students with visual impairment.

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Weatherford, Michael Patton. "An Exploration of the Experiences of Individuals with Visual Impairments in Counselor Education and Supervision Doctoral Programs." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1571651785562151.

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Palawat, Manisara. "TEACHERS' ATTITUDE TOWARD BEHAVIOR MANAGEMENT IN RESIDENTIAL SCHOOLS FOR STUDENTS WITH VISUAL IMPAIRMENT IN THAILAND." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1525.

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Behavior management is arguably the cornerstone of good teaching and this is particularly so in traditional educational school settings. In Thailand, the most common strategy for managing problem behavior is the use of the Ministry of Education's Code of Conduct for all children. However, reactive strategies produce negative side effects in terms of student prognosis, inclusion, and also teacher stress. There is currently no data regarding the types of problem behaviors experienced by teachers working in special residential schools for students with visual impairments. Therefore, the goals of this thesis are to examine teacher perceptions regarding the types of problems they typically encounter and the behavior management practices they use in their classrooms. Thai teachers working in these special residential schools completed a 61-item questionnaire rating the extent to which they agreed or disagreed that problem behaviors were observed and the extent to which they found specific behavior management practices effective. Results suggested Thai teachers occasionally experienced problem behaviors related to distractibility and stereotypy, which can interfere with instructional activities and learning. However, the teachers infrequently encountered more serious behaviors such as aggression or self-injury. Teachers also reported using more proactive instructional approaches and positive disciplinary practices to keep students engaged in instruction as opposed to more punitive management practices, like reprimands or office referrals. Results are discussed in the context of behavior management practices across traditional and self-contained educational settings, and a focus on transition practices to facilitate including more Thai students with visual impairments into traditional educational settings with their non-disabled peers.

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Işlek, Önder. "An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7623/.

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This thesis investigated the educational curriculum experienced by students with visual impairments in Turkey. The study made a distinction between the traditional academic curriculum and the concept of an 'Expanded Core Curriculum' (ECC) which includes a range of disability-specific areas (e.g. Mobility, Braille), and aimed to determine the balance of the curriculum experienced by individuals with visual impairments in Turkey. The study specifically examined the barriers to, and enablers for, an appropriate curriculum balance which would develop individuals' independence. The study made use of an exploratory inductive research approach implementing a cross-sectional research design. Mixed method measures were drawn upon to capture the views of twelve young adults with visual impairments and thirteen educators of children and young adults with visual impairments who had a wide range of schooling and teaching experiences across Turkey. The analysis revealed an emphasis on teaching the academic curriculum with relatively little attention given to ECC. As a consequence, it was found that individuals with visual impairments were not fully prepared to be independent and encountered a number of barriers including: remaining dependent on others; isolation; and psychological challenges in their everyday life. A number of barriers to the teaching of ECC were revealed, including: educational policy priorities in Turkey which give little or no remit to teaching a broader curriculum (teachers were fixed upon teaching the inflexible academic curriculum); little resource is given to specialist teaching support in mainstream schools; and specialist teacher training appears not to align to the educational context in which they work. Finally, the research identified other barriers to developing an individual's independence which are beyond the teaching of ECC, including inaccessible environments and equipment, and inadequate accommodations and adjustments.

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Soares, Ana Cristina Silva. "A inclusÃo de alunos com deficiÃncia visual na Universidade Federal do CearÃ: ingresso e permÃnencia sob a Ãticas destes alunos e administradores." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6726.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
A educaÃÃo de alunos com deficiÃncia visual organiza-se com base nas diferenÃas, singularidades e na maximizaÃÃo das suas potencialidades. A inclusÃo destes alunos no ensino superior Ã um direito e estudos tÃm demonstrado como as universidades precisam se organizar para lhes oferecer condiÃÃes acessÃveis, tanto no ingresso quanto na formaÃÃo. A presente pesquisa investiga o fenÃmeno da inclusÃo de alunos com deficiÃncia visual como se apresenta na Universidade Federal do CearÃ (UFC), considerando a Ãtica dos prÃprios alunos, docentes e administradores. A pesquisa de campo, realizada de 2007 a 2009, Ã de cunho etnogrÃfico. Entrevistamos trÃs alunos cegos e um com baixa visÃo, cursando Psicologia, Pedagogia, FarmÃcia, Letras-Espanhol; oito docentes; e quatro coordenadores de curso, entre outros sujeitos. TambÃm fizemos observaÃÃes no Ãmbito de nove disciplinas e levantamento de diversos documentos da UFC. Os dados revelaram que as necessidades educacionais destes alunos sÃo distintas e associadas Ãs suas histÃrias de deficiÃncia visual e de vida escolar. Entre os trÃs alunos cegos, cada um utiliza alguns dos seguintes recursos especializados: sistema Braille, orientaÃÃo e mobilidade e tecnologias digitais como o sistema Dosvox e leitores de tela Jaws e NVDA. A UFC dispÃe e tem ampliado o uso de alguns recursos, como o Dosvox, mas carece ainda de outros, como mÃquina Perkins e impressora Braille. Precisa tambÃm adotar o procedimento de avaliaÃÃo funcional para alunos com baixa visÃo, valorizando suas potencialidades, por exemplo, para o uso de recursos como o microscÃpio, significativo no Ãmbito de cursos como o de FarmÃcia. A histÃria da inclusÃo na UFC Ã marcada inicialmente por aÃÃes pontuais e sem articulaÃÃo entre si, modificando-se a partir de 2005, com a realizaÃÃo e continuidade do Projeto UFC Inclui. A criaÃÃo tanto de comissÃo para propor polÃticas de acessibilidade, quanto da Secretaria de Acessibilidade UFC Inclui, institucionaliza as aÃÃes inclusivas, fortalecendo-as, polÃtica e pragmaticamente. Na UFC, o fenÃmeno da inclusÃo apresenta-se, em maior grau, em alguns contextos e em menor grau, em outros. Quanto a salas de aula, cinco disciplinas foram consideradas inclusivas, duas, parcialmente inclusivas e duas, nÃo inclusivas, com base em vÃrios parÃmetros. Por exemplo, quanto ao acesso dos alunos cegos aos conteÃdos abordados, nÃo havia atenÃÃo diferenciada por parte dos professores. Os alunos cegos usavam estratÃgias diversas, como digitalizar os textos em casa ou na UFC, atravÃs de serviÃos oferecidos por Projetos, que geravam reclamaÃÃes. Administrativamente, as coordenaÃÃes de curso e demais setores demonstraram nÃo ter clareza sobre a adoÃÃo de medidas inclusivas. Ainda que tenha havido pouco reflexo das aÃÃes inclusivas da UFC na trajetÃria acadÃmica dos alunos com deficiÃncia visual, a organizaÃÃo atual desta instituiÃÃo quanto a polÃticas e aÃÃes inclusivas permite prever uma mudanÃa significativa em futuro prÃximo.
The education of students with visual impairments is organized based on the differences, singularities and maximizing their potential. The inclusion of these students in higher education is a right and studies have shown how universities need to organize to offer them reasonable conditions, both the entry and training. This research investigates the phenomenon of inclusion of students with visual impairments as presented at the Federal University of CearÃ (UFC), considering the perspective of the students themselves, teachers and administrators. The field research conducted from 2007 to 2009, is ethnographic. We interviewed three students with a blind and low vision, studying Psychology, Education, Pharmacy, Languages-Spanish, eight teachers and four course coordinators, among other subjects. We also made observations in nine disciplines and lifting of various documents from the UFC. The data revealed that the educational needs of these students are different and the stories associated with their visual impairment and school life. Among the three blind students, each one uses some of the following specialized features: Braille, orientation and mobility and digital technologies and how the system Dosvox screen readers JAWS and NVDA. The UFC has and has expanded the use of certain features, such as Dosvox, but still needs to others, such as Perkins machine and Braille printer. It also needs to adopt the functional assessment procedure for students with low vision, enhancing their capabilities, for example, the use of resources such as the microscope, significant within courses such as Pharmacy. The history of inclusion in the UFC is marked initially by isolated and not linked to each other, changing from 2005, with the implementation and continuity of the Project includes UFC. The creation of both a commission to propose policies for accessibility, as the Secretary of Accessibility includes UFC, institutionalized actions inclusive, empowering them politically and pragmatically. In the UFC, the phenomenon of inclusion presents a greater degree, in some contexts and less in others. As for classrooms, five subjects were considered inclusive, two, two partially inclusive and not inclusive, based on various parameters. For example, the access of blind students the content covered, there was no special attention from teachers. The blind students used different strategies, how to scan texts at home or in the UFC, through services offered by projects that generated complaints. Administratively, the coordination of courses and other sectors showed no clarity on the adoption of inclusive. Although there was little reflection of inclusive actions in the UFC academic career of students with visual impairments, the current organization of this institution and inclusive policies and actions can predict a significant change in the near future.

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Levin, Darren S. "Examining the Efficacy of the Empowered Curriculum of Self-Determination for Adolescents with Visual Impairments." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/89698.

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School Psychology
Ph.D.
Students with visual impairments represent less than one-tenth of one percent of the total student population (Ferrell, 2005) yet require skills in self-determination that are prerequisite to accessing the core academic curriculum. Self-determination reflects "a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior" (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p. 2) and "involves knowledge of self and the environment, decision-making, problem solving, goal setting, personal advocacy, communication skills, self-control, and knowledge of how to interact with the environment to achieve desired outcomes" (Cleveland et al., 2007, p. xi). Unfortunately, students with visual impairments are often denied the opportunities to learn these fundamental skills, thus denying them an appropriate education as outlined via federal initiatives such as The Rehabilitation Act Amendments and IDEA 2004. The purpose of the current study was to evaluate the effectiveness of the Empowered Curriculum, a comprehensive, experiential program designed to improve the self-determination skills of adolescents with visual impairments. Thirty secondary students with visual impairments participated in the study. Pre-intervention and post-intervention measures that addressed self-determination skill acquisition, self-esteem, and self-concept were provided to the students. Students were assigned to either an experimental group or a control group. The results suggested that the students who received the intervention did not improve their self-determination skills, self-esteem, or self-concept. Future directions are discussed.
Temple University--Theses

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21

DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.

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22

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

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The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.

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Joseph, Mary-Anne M. "A Phenomenological Study Exploring the Educational, Vocational and Social Experiences of College Educated Individuals Who are Visually Impaired." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273174141.

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Howe, Jonathan. "Analysis of the Disparity in Post-secondary Educational Attainment and Employment between Individuals with Visual Impairment and the General Population." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301499.

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The data gathered from disability service professionals in six different states through an on-line survey and follow up interviews was used to determine if there was a correlation between specific professional practices and the magnitude of the disparity in four-year college graduation and employment rates between individuals with visual impairments and the general population.. The frequency of use of an individual professional practice that addressed technology that could be aligned with the social model disability was associated with reduced disparities in rates of employment and post-secondary graduation, as was an aggregate variable that represented the average frequency of use of professional practices that addressed concerns related to the attitudes of others; social connections; and access to the environment, print, and technology that could be aligned with the social model of disability. In addition, the professional practice that addressed environmental access concerns that could be aligned with the political model of disability was associated with reduced disparities post-secondary graduation rates and the professional practice that addressed access to print concerns that could be aligned with the social model of disability was associated with reduced disparities in rates of employment. Overall, participants cited personal professional experience as the main source of influence for initiating practices regardless of the model of disability with which each practice could be aligned. At the same time, participant responses suggested that those practices that could be aligned with the medical model were more likely to be known to the participant and originate from personal professional experiences than practices that aligned with the social model and the political model. The results from this study suggested that of the external influences, laws and regulations may have been the most influential in initiating practices that could be aligned with the social model of disability and subsequently associated with positive educational and employment outcomes. The data generated through the interviews reinforced the survey findings but also revealed pragmatic perspectives on disability that informed practice, including the use of multiple models of disability at the same time in response to individual situations.

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Maloka, Mojaki Moses. "A teaching and learning programme to enhance the teaching and learning needs of visually impaired learners in an inclusive natural sciences classroom / Moses Mojaki Maloka." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8508.

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The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution.
Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011

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Melo, Marcos Welby Simões. "Acessibilidade na educação musical para educandos com deficiência visual no contexto da sala de aula." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/16911.

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CAPES
A música tem fundamental importância no desenvolvimento intelectual, cultural e social do ser humano, contribuindo para a inserção de educandos com deficiência visual na sala de aula. Esta pesquisa trata da acessibilidade na educação musical para pessoas com deficiência visual no contexto do ensino regular. Fundamentei este estudo nos principais teóricos da inclusão como, Diniz e Sassaki, que defendem a ideia de uma sociedade que permita a participação satisfatória das pessoas com deficiência; Masini, que ressalta a importância da percepção da pessoa com deficiência visual envolvendo outros sentidos que não o da visão. Para entender a metodologia das práticas musicais consultei teóricos da educação musical no Brasil, entre esses Swanwick, e Hemsy de Gainza que postulam a ideia de uma musicalização centrada nos aspectos da singularidade humana obedecendo às etapas do desenvolvimento cognitivo, social e cultural do individuo. Incluí também a legislação especifica na área da educação inclusiva que entendo como relevante para fundamentar os princípios que regem a conduta que possibilite a acessibilidade satisfatória do educando com deficiência. O objetivo desta pesquisa foi analisar o processo de ensino da música para alunos com deficiência visual; identificar procedimentos de acessibilidade que poderão melhor contribuir para a prática da educação musical para esses educandos, incluindo os possíveis recursos didáticos pedagógicos que estejam sendo utilizados em sala de aula, para entender como a educação musical está sendo ensinada às pessoas com deficiência visual. Para tanto, situei esta pesquisa numa abordagem de estudo de caso do tipo qualitativo, realizada em seis escolas de Salvador, públicas e particulares em que existiam, no mesmo espaço, o professor de música e o aluno com deficiência visual. Realizei entrevistas com educadores musicais, que atuam nessas instituições, e também com aluno com limitação visual. Como resultado, constatei que a educação Inclusiva não tem encontrado um espaço amplo nas práticas escolares e que o número de escolas regulares preparadas para incluir, de fato, os educandos deficientes visuais na aula de música, é muito restrito, sobretudo na utilização de recursos adaptados, que visem o desenvolvimento de novos critérios metodológicos para o seu aprendizado, A identificação e interpretação dos dados investigados podem proporcionar uma melhor discussão e reflexão quanto à acessibilidade da educação musical com o entendimento de que não somente são importantes as técnicas e os procedimentos em sala de aula, mas toda a investigação das necessidades específicas dos alunos com deficiência visual.
ABSTRACT The music is of fundamental importance in the intellectual, cultural and social development of human beings, contributing to the inclusion of students with visual impairments in the classroom. This research deals with accessibility in music education for people with visual impairments in the context of regular education. Fundamentei this study in the major theorists such as inclusion, and Sassaki Diniz , who defend the idea of a society that permits satisfactory participation of people with disabilities; Masini, which underscores the importance of the perception of people with visual impairments involving senses other than the vision. To understand the methodology of musical practices consulted theorists of music education in Brazil between these Swanwick, and Hemsy of Gainza that posit the idea of â€‹â€‹a musicalizacion focused on aspects of human uniqueness by following the steps of the cognitive , social and cultural development of the individual. Includes legislation also specifies the area of inclusive education which I understand as relevant to support the principles that govern the conduct that enables the satisfactory accessibility of student with disabilities The purpose of this study was to analyze the process of teaching music to students with visual impairment, identify accessibility procedures that can best contribute to the practice of music education for these students , including the possible pedagogical teaching resources that are being used in the classroom to understand how music education is being taught people with visual impairments. To this end, this research was conducted by case study of the qualitative approach, carried out in six schools in Salvador, public and private that had, in the same space, the music teacher and the student with visual impairments. Conducted interviews with music educators, who work in these institutions, as well as with students with visual impairment. As a result, found that Inclusive education has not found ample space in school practices and that the number of regular schools prepared to include, in fact, the visually impaired students in music class, is very limited, especially in the use of resources adapted , aimed at the development of new methodological criteria for learning, identification and interpretation of the investigated data can provide a better discussion and reflection about the accessibility of music education with the understanding that not only are important techniques and procedures in the classroom classroom, but the investigation of the specific needs of students with visual impairments

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Lourens, Heidi. "The lived experiences of higher education for students with a visual impairment : a phenomenological study at two universities in the Western Cape, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96732.

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Thesis (PhD)--Stellenbosch University, 2015
ENGLISH ABSTRACT: Introduction: In the last two decades there has been an increase in the numbers of visually impaired students accessing universities in South Africa. However, very few studies have documented the experiences of these students. Through the lens of a phenomenological understanding of disability, this study thus aimed to capture the lived experiences of visual impairment, as recounted by participants from two universities in the Western Cape, South Africa. Methods: Data were collected and analysed according to the principles of the interpretative phenomenological approach. I conducted semi-structured, in-depth individual interviews with 23 participants, and 13 students participated in focus group sessions. Results: The analysis yielded important findings. First, participants described the challenges related to the transition from school, namely: orientating themselves to the new physical environment; making new friends; and deciding whether they wanted to disclose impairment. This transition was sometimes closely tied to introspection and a new sense of self. Mainstream versus special schooling experiences seemed to shape this transition and their experiences in higher education to a degree. Second, participants discussed complex social interactions with nondisabled peers, in which the latter reportedly offered help, and avoided or stared at participants, leaving them feeling “not seen”. In response, visually impaired students often denied impairment and concealed their emotional pain. Third, within the learning environment, the participants were sometimes confronted with unwilling lecturers, a lack of communication amongst important role-players, late course material and/or headaches and muscle tension from the effort of reading with limited sight. The students recounted that they commonly self-advocated and took the responsibility upon themselves to get special accommodations. There were also many positive accounts of supportive lecturers and disability units who did more than was required of them. Discussion: Overall, these findings showed that the experiences of students did not seem to differ according to the institution they attended. Their visual category and/or secondary schooling seemed to have played a more significant role where their experiences differed. The findings also revealed that, in addition to the typical demands of university studies, the participants also took a lot of responsibility upon themselves to manage their studies and their physical and social environment. Participants seemed resilient and innovative, yet the effort sometimes drained their energy and left them frustrated. Despite valuable steps towards inclusion, these visually impaired students were still not fully included on tertiary campuses.
AFRIKAANSE OPSOMMING: Inleiding: Die aantal visiueel gestremde studente in Suid-Afrikaanse universiteite het oor die afgelope twee dekades toegeneem. Die ervarings van hierdie studente is egter deur baie min studies gedokumenteer. Die studie het dus gepoog om, deur middel van 'n fenomenologiese begrip van gestremdheid, die deurleefde ervarings van visiuele gestremdheid, soos vertel deur deelnemers van twee universiteite in die Wes-Kaap, Suid-Afrika, vas te lê. Metodes: Die insameling en analise van data is uitgevoer volgens die beginsels van die intertavistiess fenomenologiese benadering. Ek het semi-gestruktureerde, in-diepte, individuele onderhoude met 23 deelnemers gevoer en 13 studente het aan fokusgroep sessies deelgeneem. Resultate: Die analise het tot belangrike bevindinge aanleiding gegee. Die deelnemers het eerstens die oorgang vanaf skool en die verbandhoudende uitdagings beskryf, naamlik, om hulself te orienteer tot die nuwe fisiese omgewing, om nuwe vriendskappe te smee en om te besluit of hulle hul gestremdheid bekend wou maak. Hierdie oorgang het soms nou saamgehang met self-ondersoek en „n nuwe begrip van hulself. Dit blyk ook dat hoofstroom of spesiale onderwys tot „n mate die oorgang en algehele ervarings op universiteit gevorm het. Tweedens, het die deelnemers komplekse sosiale interaksie met nie-gestremde eweknieë bespreek. Volgens die deelnemers, word hul dikwels deur nie-gestremde studente aangestaar, vermy of gehelp, wat eersgenoemdd dikwels “onsigbaar” laat voel het. In reaksie hierop het die visiueel gestremde studente dikwels hul gestremdheid, asook hul emosionele pyn, ontken en verbloem. Derdens, was deelnemers soms gekonfronteer met onwillige dosente, kommunikasiegapings tussen kern rolspelers, laat kursusmateriaal en/of hoofpyne en spierspanning weens die inspanning van lees met beperkte visie. Die studente het vertel dat hulle oor die algemeen self-voorspraak doen en die verantwoordelikheid op hulself neem om spesiale aanpassings te verkry. Daar was ook heelwat positiewe kommentaar aangaande ondersteunende dosente en gestremdseenhede wat dikwels meer gedoen het as wat van hulle vereis was. Bespreking: In die algeheel gesien, blyk dit nie dat die ervarings van studente verskil na gelang van tersiêre instansie nie. Dit wil voorkom dat visuele kategorie en/of sekondêre onderrig „n groter rol in die verskille tussen studente gespeel het. Die bevindings dui ook daarop dat, afgesien van die tipiese vereistes van tersiëre studies, die deelnemers baie van die verantwoordelikheid moes dra om hul studies en die sosiale en fisiese omgewing te bestuur. Alhoewel deelnemers veerkragtig en innoverend blyk te wees, het die inspanning hulle dikwels gedreineer en gefrustreerd gelaat. Ten spyte van waardevolle vordering ten opsigte van insluiting, was hierdie visueel gestremde studente steeds nie ten volle ingesluit op tersiëre kampusse nie.

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Oliveira, Camila Dias de. "Recursos de tecnologia assistiva digital para pessoas com deficiência sensorial : uma análise na perspectiva educacional." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7855.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Aiming to overcome various barriers faced by disabled people, new standards and laws were created in recent years. Therefore, the concepts of accessibility and inclusion have been more present currently. One of the main rights of people with disabilities refers to the right to education, once this right could provide a citizen to participate more actively in the social context. It was noted that nowadays, the basis of this challenge for accessibility and inclusion, is the potentiality of Digital Technologies of Information and Communication. Thus, this research aims to identify and characterize the role and the use of Digital Assistive Technology resources in education for people with sensory impairment. It was considerated for the proposed analysis, four specific objectives: identify and analyze possible benefits / advantages, challenges / strategies and difficulties / limitations faced by users of assistive technology resources at the institutions analyzed; map and categorize Brazilian initiatives on the use of assistive technology resources to form (or easier) access to scientific knowledge for people with sensory impairment; propose a taxonomic matrix for classification and evaluation of assistive software dedicated for people with visual or hearing impairments; and finally, analyze the role of Assistive Technology for democratization of scientific knowledge of citizens with visual and hearing impairments. The methodology used to achieve the proposed objectives were based in the following approaches: collecting data (bibliographical research, bibliometric study, online questionnaire and semi-structured interviews), Digital Assistive Technologies survey and taxonomic matrix with assistive software. Results highlight some points: although the focus theme of this research is of great importance to disabled people education, there are few scientific studies that deal with this issue; the majority (91.30% - 21) of the specialized institutions in the visual or hearing impairments uses assistive technology resources in its educational activities; the number of Digital Assistive Technologies that can be used in the education of visually impairments people is higher compared to hearing impairments.
Em busca de superar diversas barreiras encontradas por pessoas com deficiência, novas normas e leis foram criadas nos últimos anos e, com isso, os conceitos de acessibilidade e inclusão têm estado muito mais presentes atualmente. Um dos principais direitos das pessoas com deficiência refere-se ao direito à educação, pois, é a partir deste direito que este cidadão pode participar de maneira mais ativa no contexto social. Observamos que, na base dessa luta pela acessibilidade e inclusão, nos dias atuais, está a exploração das potencialidades das Tecnologias Digitais de Informação e Comunicação (TDIC). Sendo assim, esta investigação tem como objetivo identificar e caracterizar o papel e o uso de recursos de Tecnologia Assistiva Digital na educação de pessoas com deficiência sensorial. Para possibilitar a análise, foram estabelecidos quatro objetivos específicos: 1) identificar e analisar possíveis benefícios/vantagens, desafios/estratégias e dificuldades/limitações enfrentados pelos usuários de recursos de Tecnologia Assistiva nas instituições analisadas; 2) mapear e categorizar iniciativas brasileiras sobre o uso de recursos de Tecnologia Assistiva para formar (ou facilitar) o acesso ao conhecimento científico para pessoas com deficiência sensorial; 3) propor uma matriz taxonômica para classificação e avaliação de softwares assistivos voltados para pessoas com deficiência visual ou auditiva; 4) analisar o papel da Tecnologia Assistiva para a democratização do conhecimento científico do cidadão com deficiências visuais e auditivas. Para atingir os objetivos propostos foram utilizados como procedimentos metodológicos: Coleta de dados (pesquisa bibliográfica, estudo bibliométrico, questionário online e entrevista semiestruturada), levantamento de Tecnologias Assistivas Digitais e matriz taxonômica com softwares assistivos. Em relação aos resultados, podemos destacar alguns pontos: ainda que o tema foco desta investigação seja de grande importância para a educação de pessoas com deficiência, poucos são os estudos científicos que abordam esta temática; a maioria (91,30% - 21) das instituições especializadas nas deficiências visual ou auditiva utiliza recursos de Tecnologia Assistiva em suas atividades educacionais; o número de Tecnologias Assistivas Digitais que podem ser utilizadas na educação de pessoas com deficiência visual é muito maior se comparado à deficiência auditiva.

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Souza, Catarina Shin Lima de. "Música e inclusão: necessidades educacionais especiais ou necessidades profissionais especiais?" reponame:Repositório Institucional da UFBA, 2010. http://www.repositorio.ufba.br/ri/handle/ri/9148.

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O objetivo principal deste trabalho é analisar a situação da educação musical em face às recentes mudanças na legislação nacional em relação à inclusão educacional de pessoas com necessidades especiais buscando situar o educador musical nesse contexto. Para responder as questões propostas foi realizado levantamento das publicações especializadas sobre educação musical, educação especial e inclusão educacional com o objetivo de construir uma reflexão sobre a história da educação especial no Brasil. Com isso foi possível esclarecer e compreender melhor a origem das atitudes de dúvidas e incertezas do professor perante a realidade da educação especial e inclusiva. Num segundo momento da pesquisa apresento algumas reflexões sobre minha experiência de formação pessoal e profissional. Busco por meio de questionário identificar as principais concepções e dificuldades enfrentadas por educadores musicais diante do paradigma da inclusão de pessoas com necessidades especiais nas escolas. Finalmente, a partir da experiência de ensino de música em uma instituição especializada para pessoas com deficiência visual, procuro sistematizar possibilidades e estratégias de atuação para o professor de música junto a este público, bem como desmistificar alguns estereótipos e preconceitos em relação às pessoas com necessidades educacionais especiais e, mais especificamente, daquelas com deficiência visual.
Salvador

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Zulch-Knouwds, Tanya-May. "Including learners with visual impairments in a Namibian mainstream secondary school." Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/2060.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH SUMMARY: The research problem of this study is how learners with visual impairments are included in a Namibian mainstream secondary school. This study is important since Namibia is new in the inclusion process of learners with visual impairments. This process was made a priority by the Ministry of Education in Namibia since a special school for the blind in Namibia only offers education up to Grade 10. With this study I aimed to analyse and describe how a group of learners with visual impairments were included in a mainstream secondary school. I therefore aimed to analyse the nature of support as well as the adaptations and accommodations made for the learners with visual impairments; and describe the culture and context of the school community using the opinions and experiences of the participants in the study. In order to obtain the opinions and experiences of the participants in a detailed, descriptive and in-depth manner, I designed a qualitative case study with a mainstream secondary school where the learners with visual impairments were integrated as the „bounded system‟. I purposefully selected the participants and used semi-structured interviews, non-participant observation, and the gathering of artefacts in order to obtain in-depth and rich data from multiple perspectives. From the research it was found that even though the learners with visual impairments are now physically integrated in the mainstream classes, they are not yet truly included. The teaching methods and materials are not adequately adapted for them and the physical environments within the classes and school grounds are also not yet truly accessible for them. The teachers are not adequately supported and trained, and the parents of most of the learners with visual impairments as well as the community are not involved in the learners‟ schooling. The school needs relevant resources as well as a change of attitudes – teachers and peers are often negative towards the learners with visual impairments and do not understand the rationale behind inclusive education. However, there are exceptions to this – the Grade 11 class of 2009 have accepted the learners with visual impairments in contrast to the classes before them. Finally, the policies that were developed by the country do not provide clear and practical guidelines of how to make inclusive education a reality in Namibia. I hope that the findings of this study will be of valuable use to the particular school and to the Ministry of Education with regard to the school‟s progress in the inclusion of the learners with visual impairments. Key Concepts: inclusion, disability, impairments, visual impairment, visual disability, blindness, and partially sighted.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem van hierdie studie is hoe leerders met gesiggestremdhede ingesluit word in „n hoofstroom sekondêre skool in Namibië. Die navorsing is belangrik aangesien inklusiewe onderwys „n nuwe innovasie in Namibië is. Die insluitingvan leerders met gesiggestremdhede was „n prioriteit van die Ministerie van Onderwys, aangesien die skool vir blindes in Namibië (Windhoek) net onderrig verskaf van Graad 1 tot Graad 10. Die Graad 11 en 12 leerders moes dus vanaf 2006 ingesluit word in „n hoofstroom sekondêre skool. Met hierdie studie het ek beoog om die konsep van inklusie asook die beleidsdokumente aangaande inklusie in Namibië te analiseer; om die tipe asook die wyse van ondersteuning vir hierdie groep leerders met gesiggestremdhede te analiseer en beskryf; en om die kultuur en konteks van die skool te beskryf met behulp van die perspektiewe en ondervindinge van die deelnemers in my studie. Ek het„n kwalitatiewe gevallestudie ontwerp om „n ryk, digte beskrywing te verseker. Die deelnemers is doelbewus gekies ten einde in-diepte en spesifieke perspektiewe en ondervindinge te verkry. Die metodes wat gebruik is vir data-insameling sluit semi-gestruktureerde onderhoude, nie-deelnemende waarneming en dokumente-analise in. Hierdie studie het bevind dat alhoewel die leerders met gesiggestremdhede fisies in die hoofstroomklasse geïntegreer is, hul nog nie waarlik ingesluit word in die hoofstroomskool nie. Die onderrigmetodes word nie genoegsaam aangepas nie en die leerders benodig meer hulpbronne en toerusting om gehalte leer te verseker. Die onderwysers het nie voldoende opleiding om kinders met gesiggestremdhede te onderrig nie en die ouers van die leerders met gesigsgestremdheid en gemeenskap is nie genoeg betrokke by die skool en die leerders nie. Nie die klaskamers of die skoolgronde is toegangklik vir die leerders met gesiggestremdhede nie en die houdings van beide onderwysers en leerders is met enkele uitsonderings negatief teenoor die leerders met gesiggestremdhede. Ten slotte, die nasionale beleidsdokumente aangaande inklusie gee nie praktiese maniere hoe om inklusiewe onderwys „n werkliheid te maak nie. Ek hoop dat die bevindinge van hierdie studie van waarde sal wees vir die spesifieke skool asook vir die Ministerie van Onderwys in die ontwikkeling van inklusiewe onderwys. Sleutelkonsepte: Inklusie, gestremdheid, beperking, gesiggestremdheid, visuele beperking, blindheid, en swak sig.

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Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.

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Haegele, Justin. "The Effects of a Theory Based Physical Education Intervention on the Leisure-Time Physical Activity of Adolescents with Visual Impairments." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429085562.

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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.

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Petrovay, David William. "Personality Characteristics, Career Awareness, and Job Expectations of New Teachers of Students with Visual Impairments." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194332.

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In 2000, contributors to the formulation of the National Plan for Training Personnel to Serve Children with Blindness and Low Vision anticipated a severe shortage of direct service personnel as early as 2006 with an increasing negative impact on teacher numbers through the end of the decade. It is necessary to attract approximately 5,000 new teachers to the field to meet the needs of the ever-increasing population of students with visual impairments requiring specialized training.This study investigated the personality and background experiences of individuals who are attracted to work as educators with students with visual impairments. A sample of 132 teachers who had been trained at either the undergraduate or graduate level and were employed within their first five years as teachers with this specialization completed the Holland Self-Directed Search (Form CP) and a Participant Profile form to ascertain the personality types and experiences of those new to the field.The study considered three variables: (1) gender, (2) race/ethnicity, (3) teacher training level and their association with Holland personality type (RIASEC). All three variables were weak predictors of the personality type of teachers of the visually impaired as indicated by Goodman and Kruskal's tau. Results of the Holland Self-Directed Search was a stronger measure of the personality type associated with becoming a teacher of students with visual impairments. The data related to the sample revealed that 65.2% of those responding identified themselves as Social type.Teachers identified how they became aware of the field prior to making a decision to enter a teacher-training program, what their reasons were for making a decision to enter a training program to become a teacher of students with visual impairments, and which areas of their teaching experience differed from what they had expected prior to employment in the field. Limitations of the study, implications of the results for recruitment and retention of teachers of students with visual impairments, and recommendations for future research are provided.

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Alan, Ilker. "School for Children who are Blind." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/79452.

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Architecturally, my thesis project is a new type of design for children who have visual impairments. Most of the children who have visual impairments need more attention to receive a full education. With a proper education they will be able to start living by themselves without any assistance. I decided to design a school which would support the needs of the children and the aspirations of their parents; a place of safety and ambition that would free instructors and inspire the children. Then, I began to seek an architectural site program where I could locate my design. Old town Alexandria is an excellent location for the planned education center. Old town has its own urban context with boundaries like the Potomac River, trees, old railroad ways, a tunnel, and other landmarks like churches, libraries, museums, etc. The children in the education center have an opportunity to learn more and show their life skills easily in the old town. Also the site selection and location was important due to the history of the town, easy transportation and connections with surroundings, being right next to the Potomac River and minutes away from the Washington DC.
Master of Architecture

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Lirio, Simone Barreto [UNESP]. "A tecnologia informática como auxílio no ensino de geometria para deficientes visuais." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/91092.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa trata do uso do computador por deficientes visuais no estudo da matemática. Tem como objetivo conhecer as possibilidades e limitações do uso de tecnologia informática para o ensino de geometria para cegos. Para tanto adotou-se uma metodologia qualitativa baseada em experimentos de ensino, que consistem em uma combinação de entrevistas e situações de ensino e aprendizagem, promovendo total interação entre a pesquisadora e os participantes de pesquisa. As atividades contaram com a participação de duas estudantes cegas, uma é portadora de cegueira congênita (19 anos) e a outra com cegueira adquirida (16 anos). O programa de computador utilizado foi o desenhador vox que é parte integrante do sistema DOSVOX e tem distribuição gratuita. A interação com o usuário se dá através do teclado e possui feedback sonoro, o que permite que uma pessoa cega o utilize. A análise baseou-se em estudos sobre inclusão, educação matemática e o uso da tecnologia informática na educação especial. Os resultados mostram que, após familiarizadas com os comandos do programa desenhador vox, as estudantes foram capazes de construir diversas figuras geométricas planas, como: quadrados, retângulos e triângulos. Isto permitiu a expressão gráfica de idéias matemáticas. Verificou-se também que, para construir as figuras, é necessário que o usuário esteja familiarizado com a localização de pontos no plano cartesiano e, principalmente, com a representação da figura a ser trabalhada através de um modelo que possa ser explorado com as mãos. O uso da tecnologia informática, em especial do programa desenhador vox, se apresentou como um recurso educacional que tem muito a contribuir para a melhoria do atendimento ao portador de deficiência visual fundamentado nas idéias de inclusão dessas pessoas na escola regular.
This research deals with computer use in the study of mathematics by the visually impaired. The objective is to come to know the possibilities and limitations of the use of information technology in the teaching of geometry to the blind. A qualitative methodology was adopted based on teaching experiments, consisting of a combination of interviews and teaching/learning situations, promoting total interaction between the researcher and study participants. Two blind students participated in the activities, one congenitally blind individual (19 years old) and another with acquired blindness (16 years old). The computer program that was used was the desenhador vox, which is an integral part of the DOSVOX system and is distributed free. The interaction with the user occurs through a keyboard and has a sound feedback that makes it possible for a blind person to use it. The analysis was based on studies about inclusion, mathematics education, and the use of information technology in special education. The results show that, once familiarized with the commands of the desenhador vox program, the students were able to construct diverse geometrical planes, such as squares, rectangles, and triangles. This allowed the graphic expression of mathematical ideas. It was also found that, to construct the figures, it is necessary for the user to be familiar with the localization of the points on the Cartesian plane and, principally, with the representation of the figure being worked with using a model that can be explored with the hands. The use of information technology, and the desenhador vox program in particular, proved to be an educational resource that has much to contribute toward improving services for the visually impaired based on ideas of including them in regular schools.

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Mendes, Jammes Ferreira. "DeficiÃncia visual e matemÃtica: anÃlise das prÃticas educativas para uma vida independente na educaÃÃo infantil." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9463.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O objeto central desse estudo sÃo as AVD/ Pevi que consistem em atendimentos especÃficos Ã crianÃa com deficiÃncia visual. Esses atendimentos sÃo caracterizados por atividades relacionadas Ã rotina como: vestir-se, alimentar-se, se deslocar pelo espaÃo com independÃncia, utilizar o banheiro, dentre outras, que tÃm o intuito de oferecer Ã crianÃa com deficiÃncia visual a possibilidade de adquirir hÃbitos de autossuficiÃncia, a fim de que se tornem indivÃduos autÃnomos e ativos no meio social em que vivem. Chamando atenÃÃo para o carÃter pedagÃgico das atividades realizadas nas AVD, esse atendimento passou a ser pensado nÃo somente como um treinamento, mas tambÃm como um importante instrumento favorecedor de aprendizagem, que podem levar a crianÃa com deficiÃncia visual a desenvolver-se de forma integral. Por esse carÃter pedagÃgico Ã que hoje o chamamos de Pevi. O presente estudo tem como objetivo geral investigar o papel desempenhado pelas PrÃticas Educativas para uma Vida Independente (Pevi) para a abordagem de conteÃdos matemÃticos no processo educativo de crianÃas com deficiÃncia visual. Para tanto, realizamos uma pesquisa qualitativa, baseada no estudo da relaÃÃo entre as Pevi, antes denominada Atividade de Vida DiÃria (AVD) e os possÃveis conteÃdos matemÃticos abordados durante atendimento na educaÃÃo infantil. Para entender essa relaÃÃo, os referenciais teÃricos utilizados foram Arruda (2001) e Bruno (1997), Ã luz da teoria de desenvolvimento cognitivo de Piaget. Iniciamos essa investigaÃÃo com o estudo sobre as Pevi, a fim de descrever as suas principais atividades e os procedimentos necessÃrios a realizaÃÃo das mesmas. Em seguida, realizamos uma anÃlise prÃvia dos conteÃdos matemÃticos que podem ser abordados atravÃs da realizaÃÃo do passo a passo dessas atividades, paralelamente a um estudo piloto, o qual constou de observaÃÃes na sala da educaÃÃo infantil e na sala das AVD do Instituto dos Cegos de Fortaleza. A anÃlise prÃvia das Pevi possibilitou pensarmos a etapa posterior que foi a intervenÃÃo do pesquisador junto aos sujeitos dessa pesquisa na realizaÃÃo das suas atividades. A intervenÃÃo realizada com os sujeitos dessa pesquisa nos possibilitou observar a compreensÃo das noÃÃes matemÃticas abordadas que elas iam demonstrando e, ao final do estudo, constatar um avanÃo nessa compreensÃo atravÃs da anÃlise da fala e das aÃÃes dos sujeitos. Isso faz com que o carÃter pedagÃgico das Pevi fique em evidÃncia e passe a fazer parte da educaÃÃo de crianÃas com deficiÃncia visual.
The central object of this study are the ADL / Pevi consisting of care specific to children with visual impairments. These services are characterized by activities related to routine as getting dressed, eating, move through space independently, using the bathroom, among others, which are intended to provide the child with visual impairments the opportunity to acquire habits self-sufficiency in order to become autonomous individuals and active in the social environment in which they live. Calling attention to the pedagogical nature of the activities in ADL, such assistance has to be thought of as not only training but also as an important tool which facilitates learning, which can lead to children with visual impairments to develop comprehensive. For this pedagogical character is that today we call Pevi. The present study aims at investigating the role of Educational Practices for Independent Living (Pevi) for the approach of mathematical content in the educational process of children with visual impairments. Therefore, we performed a qualitative study, based on the study of the relationship between Pevi, formerly known as Activities of Daily Living (ADL) and the possible mathematical content covered during treatment in early childhood education. To understand this relationship, the theoretical frameworks used were Arruda (2001) and Bruno (1997), in light of cognitive development theory of Piaget. We began this investigation with the study on Pevi in order to describe their main activities and procedures necessary to perform them. Next, we conducted a preliminary analysis of the mathematical content that can be addressed through the completion of these activities step by step, along with a pilot study, which consisted of comments in the kindergarten room and living room of the ADLs of the Institute of the Blind Fortaleza. A preliminary analysis of possible Pevi think that the next stage was the intervention of the researcher with the subjects of research in carrying out their activities. The intervention performed with the subjects in this study suggest the understanding of mathematical ideas they discussed were showing, and at the end of the study, noted an advance in this understanding by analyzing the speech and actions of individuals. This makes the pedagogical nature of Pevi is highlighted and becomes part of the education of children with visual impairments.

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Ross, Mary Christine. "Promoting Joint Attention in Children with Visual Impairment: Proposing an Intervention Using Modified Strategies from Joint Attention Symbolic Play Engagement Regulation (JASPER)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500289755492111.

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Sakamoto, Scott Isami. "The Cranmer abacus: Its use in teaching mathematics to students with visual impairments." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289013.

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For more than a decade, little research has been done regarding the Cranmer abacus and its use. Attention to the Cranmer abacus and review of its potential as a learning aid has been minimal. Lack of recent abacus related study is addressed in this dissertation in two ways. First, some of the ideas previously examined from research conducted in the sixties, seventies, and early eighties is expanded on. Information is updated, and current facts and ideologies are summarized. Second, topics not mentioned in earlier studies are examined. Information pertaining to the Cranmer abacus was gathered in two ways. (1) A survey (Appendix B) was distributed to teachers in the United States who regularly teach mathematics with the abacus. (2) Part two was a semester long endeavor consisting of two components. A series of videotape sessions and student assessments (Appendix D) were analyzed. The primary goal of this dissertation was to explore the present status of the Cranmer abacus' use in teaching mathematics to students with visual impairments in the United States. The responses to the survey reveal that most teachers feel they are successfully teaching mathematics to visually impaired students with the abacus. The videotapes are further evidence that teachers are doing a good job, while not necessarily having an extensive mathematical background (teachers of the visually impaired are not required to take extra mathematics classes). The four teachers who participated in the videotape study achieved varying degrees of success. Three cases resulted in nice progress throughout the semester. The fourth teacher had two students, one of which enjoyed little success. Generally speaking, all four teachers taught the abacus diligently. Also, these teachers' responses to the survey questions were common amongst the forty-five teachers who participated in the survey. In reviewing both parts of this study, it is clear that teachers of the visually impaired are successfully incorporating the abacus into the curriculum for students with visual impairments. The only improvement that can be made is an increase in these teachers familiarity with mathematics education.

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Vieira, Paulo Sérgio José. "Políticas e práticas de educação inclusiva para pessoas com deficiência visual: o caso da Escola de Música de Brasília." Universidade Católica de Brasília, 2018. https://bdtd.ucb.br:8443/jspui/handle/tede/2485.

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This main goal of this study is to analyze the public policies and practices of inclusive education for students with visual impairment at Escola de Música de Brasília, Brazil. For this purpose, a qualitative and exploratory survey was conducted using document analysis; semi-structured interviews and direct observation in regular classes and in the Resource Room, constituting a case-study. Five students with visual impairment, five teachers of regular classes and one teacher of the Resource Room took part in this study. For the theoretical frame the ideas of Glat (1995), Mantoan (2003, 2006), Prieto (2006, 2009), Bonilha (2006), Mattos and Pinheiro (2007), Garcia and Michels (2011), Bardin (2011), Baptista (2011), Glat and Pletsch (2012), Salomão (2013), and also Vasconcelos and Síveres (2018) were used. Several international documents were consulted, such as The Universal Declaration of Human Rights (1948), The Salamanca Statement (1994) and The Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities (1999). National legislation, including the Brazilian Constitution of 1988, was also consulted, in addition to local legislation. The data generated was submitted to content analysis. On the theme of public policies, the main characteristic is that according to the documents, all the spaces of educational services are inclusive. As far as the success of the practice of inclusion is concerned, the results expose, as a positive aspect of SES (Special Education Services) the support the students receive in the Resource Rooms, which promote aspects of development that are essential to enable educational inclusion. On the other hand, the drawbacks this study has identified include the lack of continuing educational courses, the lack of teaching resources, as well as the lack of appropriate assets and assistive technology to promote the educational inclusion process in the school that was surveyed. The demands of the entrance examination force the visually impaired students to compete in the same terms with all the other students. The main strategies observed in the teaching practices were the partnership between the Resource Class teacher and the teachers of regular classes to promote the learning process and the creation of a pleasant and motivating environment for the visually impaired students in the Specific Resource Room. The study arrives at the conclusion that there are weaknesses and difficulties in the process of including visually impaired students. Thus, the need to strengthen the entire structures of SES should be considered throughout the school context involved in the educational inclusion process.
Este trabalho teve por objetivo analisar políticas e práticas de educação inclusiva para pessoas com deficiência visual na Escola de Música de Brasília. Para esse propósito, foi realizada uma pesquisa qualitativa de caráter exploratório, configurando um estudo de caso. Utilizou-se a análise documental, entrevistas semiestruturadas e observação direta em sala comum e na Sala de Recursos. Participaram dessa pesquisa cinco alunos com deficiência visual, cinco professores de classe comum e uma professora da Sala de Recursos. O referencial teórico se ampara nas ideias dos seguintes autores: Glat (1995), Mantoan (2003, 2006), Prieto (2006, 2009), Bonilha (2006), Mattos e Pinheiro (2007), Garcia e Michels (2011), Bardin (2011), Baptista (2011), Glat e Pletsch (2012), Salomão (2013), além de Vasconcelos e Síveres (2018). Foram realizadas consultas aos textos da legislação de nível internacional, como por exemplo, a Declaração Universal dos Direitos Humanos da ONU ([1948], 1998), a Declaração de Salamanca (1994) e a Convenção de Guatemala (1999). Para o nível nacional, consultou-se a Constituição da República Federativa do Brasil (1988), a Lei n. 9.394/96 de Diretrizes e Bases da Educação Nacional, a Política Nacional Especial na Perspectiva da Educação Inclusiva (2008), o Decreto n. 7.611/11 e a Lei Brasileira de Inclusão n. 13.146/15. Em nível local, foram analisados: a Orientação Pedagógica Educação Especial (2010) e o Currículo em Movimento da Educação Básica Educação Especial (2014), entre outros. Os dados gerados foram submetidos à análise de conteúdo. Em relação às políticas, a legislação mantém uma característica em comum: todos os espaços de atendimento são inclusivos. Em relação às práticas de inclusão, foi verificado como aspecto positivo o acolhimento e o atendimento educacional especializado na Sala de Recursos com vistas à efetiva aprendizagem do aluno com deficiência visual. Como aspecto negativo verificou-se a insuficiência de formação continuada para os docentes, bem como, a carência de materiais pedagógicos, equipamentos e tecnologia assistiva para promover a inclusão educacional na escola pesquisada. O edital de ingresso não promove a entrada do aluno cego na Escola de Música de Brasília, impulsionando o candidato à disputa da vaga na ampla concorrência. As principais estratégias adotadas na prática docente consistiram na articulação dos professores de classe comum e a professora da Sala de Recursos com a finalidade de promover o aprendizado do estudante e a promoção de um ambiente acolhedor e amigável na Sala de Recursos do tipo Específica. A pesquisa conclui que existem falhas no processo de inclusão educacional direcionado ao estudante cego. Considera-se que para o fortalecimento do Atendimento Educacional Especializado devem ser promovidas ações com todos os atores envolvidos no processo de inclusão educacional no contexto escolar.

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Mianes, Felipe Leão. "Produções identitárias das pessoas com deficiência visual no Orkut." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/28832.

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Esta dissertação tem como objetivo analisar, através da perspectiva dos Estudos Culturais em Educação, os processos de produção de identidade das pessoas com deficiência visual no site de relacionamentos Orkut. Sendo assim, analiso os processos históricos e de representação referente às pessoas com deficiência visual. Apresento outras possibilidades de representações sobre as pessoas com deficiência visual, Essa perspectiva, diante das recentes politicas de inclusão educacional, permite que problematizemos as questões relativas à deficiência visual não apernas vinculadas a concepções clínico-médicas, ou da aprendizagem através de recursos pedagógicos, mas também, compreender essas representações que permeiam os processos educacionais, sejam no âmbito escolar ou não. Em seguida, debato sobre os conceitos de diferença e deficiência, e suas implicações no que tange aos processos educacionais e de escolarização das pessoas com deficiência visual, e as diferentes implicações desses significados para a educação. Articulo estas, com os pontos de convergência entre pessoas com deficiência e sujeitos surdos. E para analisar esses processos, utilizo como exemplo os sujeitos surdos com baixa visão. Por fim, apresento algumas discussões sobre o conceito de identidade encontradas nos Estudos Culturais, principalmente, sob o ponto de vista da identidade como reivindicação da diferença. Assim, analiso as produções de identidade das pessoas com deficiência visual no Orkut, predominantemente com as ideias de superação e retóricas compensatórias, pois, as pedagogias culturais tem cada vez mais importância para a educação. Proponho novas possibilidades de analises sobre o tema, vinculadas a perspectivas culturais e reivindicação da diferença.
This dissertation aims to analyze, through the perspective of Cultural Studies in Education, the production processes of identity of persons with visual impairments in social networking site Orkut. Therefore, I analyze the historical processes and representation related to persons with visual impairments. Present other possible representations of people with visual impairments, This perspective, given the recent policies of inclusion, allows that questions the issues of visual impairment apernas not linked to clinical and medical concepts, or learning through educational resources, but also understand these representations that permeate the educational processes are in the school or not. Then I discuss the concepts of difference and disability, and their implications in regard to educational processes and education of the visually impaired, and the implications of these different meanings for education. Articulate these with the points of convergence between disabled persons and deaf subjects. And to analyze these processes, I use the example of the deaf with low vision. Finally, I present some discussions on the concept of identity found in cultural studies, mainly from the point of view of identity as a claim of difference. Thus, I analyze the production of identity of persons with visual impairments in Orkut, predominantly with the ideas of resilience and compensatory rhetorical, because the cultural pedagogies is becoming increasingly important for education. Propose new possibilities for analysis on the subject, linked to cultural perspectives and claims of difference.

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Mariz, Genselena Fernandes. "O uso de modelos tridimensionais como ferramenta pedagÃgica no ensino de biologia para estudantes com deficiÃncia visual." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11516.

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A escola Ã um lugar de formaÃÃo da cidadania e deve preparar os jovens sem as barreiras de separaÃÃo de classes, gÃnero ou de pessoas com deficiÃncia. A riqueza da vida na natureza nÃo estÃ na homogeneidade, mas na diversidade de espÃcies e formas de interaÃÃo. Nos meios social e educacional tambÃm deve ser assim. A escola pode entÃo contribuir com as mudanÃas estruturais necessÃrias Ã construÃÃo de uma sociedade orientada por relaÃÃes pacÃficas e respeitosas no acolhimento Ã diversidade humana. Diante deste cenÃrio de busca pela cidadania e de aceitaÃÃo das diferenÃas individuais, propÃs-se nesta dissertaÃÃo o uso de modelos tridimensionais como ferramenta pedagÃgica no ensino de Biologia para estudantes com deficiÃncia visual. Estes modelos foram produzidos a partir de desenhos e esquemas do conteÃdo de citologia, para promover maior aprendizagem, tanto pelo educando cego como o de baixa visÃo, no conhecimento de Biologia. A pesquisa foi desenvolvida numa escola pÃblica de Ensino MÃdio da cidade de Fortaleza, com alunos do 1Â ano do turno manhÃ, por serem turma e turno que comporta maior quantidade de jovens com o perfil necessÃrio. Ao final do trabalho foi realizada uma exposiÃÃo com os modelos construÃdos pelos prÃprios estudantes, os estudantes com deficiÃncia visual e os que tÃm boa visÃo, com o intuito de garantir a interaÃÃo entre os alunos. Os modelos foram entÃo doados Ã Sala de Recursos Multifuncionais da escola. Concluiu-se que a implementaÃÃo de metodologias que favorecem a interaÃÃo entre videntes e estudantes com deficiÃncia visual, em sala de aula, bem como a viabilidade da utilizaÃÃo dos modelos confeccionados pelos prÃprios estudantes, os de visÃo normal e os estudantes com deficiÃncia visual, Ã de efetiva importÃncia no desenvolvimento da aprendizagem desses alunos, num trabalho cooperativo e interativo.
The school is a place for citizenship development and it must prepare the youth without the barriers of classes division, genre, or people with impairments. The wealth of life in nature is not in the homogeneity, but in the diversity of species and forms of interaction. In social and educational environments it must also be this way. The school can then contribute with the structural changings which are necessary to the development of a society oriented by pacific relationships, respectful in the welcome of human diversity. In face of this scenery of citizenship searching, of the acceptance of individual differences, it was proposed in this dissertation the usage of tridimensional models as a pedagogical tool in the teaching of Biology for visually impaired students. These models were produced from drawings and schemes of the Cytology content, to promote better learning for blind and low vision students in the Biology knowledge. The research was developed in Escola de Ensino MÃdio Governador Adauto Bezerra, with students from the 1Â grade of High School who have classes in the morning, because this is the group and turn that comprise the greatest number of students in the profile required. At the end of this work, it was performed an exposition of the models built by the students themselves, both the visual impaired and the ones with good vision, in order to guarantee the interaction between the students. The models were donated to the room of multifunctional resources of the school, so that other teachers can also use them. It was concluded that the implementation of methodologies that favor the interaction between the visual impaired and the seers, inside the classroom, as well as the viability of the usage of the models made by the students themselves, both the impaired and the visual ones, is of effective importance in these students learning development, in a cooperative and interactive work.

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Miranda, Edinéia Terezinha de Jesus [UNESP]. "O aluno cego no contexto da inclusão escolar: desafios no processo de ensino e de aprendizagem de matemática." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/139502.

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Nessa pesquisa apresentamos uma compreensão das condições que estão postas para a inclusão escolar do aluno com deficiência visual, observando quais poderiam ser as condições necessárias para que o aluno cego possa participar e obter sucesso no processo de ensino e de aprendizagem de Matemática. Trata-se de uma pesquisa qualitativa com abordagem etnográfica, a partir de um estudo de caso duplo. Este estudo foi dividido em dois blocos, sendo que no primeiro analisamos as entrevistas realizadas com professoras e mães, destacando suas percepções em torno da escola inclusiva; no segundo, analisamos as observações realizadas no ambiente escolar, focando a inclusão escolar do aluno com deficiência visual e sua interação com o professor de Matemática. Além disso, trazemos a relação que se estabelece no ambiente escolar entre alunos cegos e videntes por meio de escrita de alunos vidente. Trouxemos uma reflexão sobre o uso da dêixis e a Matemática falada que pode levar a um ambiente desfavorável para a aprendizagem matemática dos alunos cegos. Ressaltamos que quando o processo de ensino e de aprendizado (de Matemática) é adaptado, ao aluno cego permite potencializar suas experiências e aprendizados, e a formação inicial e continuada do professor tem influência direta nesse processo. Por fim, com o desenvolvimento dessa pesquisa corroboramos as pesquisas em Educação Matemática Inclusiva, trazendo novos elementos para a discussão acerca do ensino e aprendizado de Matemática para alunos com deficiência visual.
In this research, it is presented an understanding of the conditions that are settled to the school inclusion of visually impaired students, observing the necessary conditions for the blind one to be able to participate and succeed in the teaching and learning process of Mathematics. This is a qualitative research of ethnographic approach, from a double case study. This study was divided into two parts: in the first one, the interviews with teachers and mothers were analyzed, highlighting their perceptions about the inclusive school; in the second, the observations made in the school environment were analyzed, focusing on the school inclusion of visually impaired students and their interaction with the Mathematics teacher. In addition, the relationship established in the school environment between blind students and sighted ones through the writing of sighted students is brought to study. It was also brought a reflection on the use of deixis and Spoken Mathematics which may lead to an unfavorable environment for learning mathematics of blind students. It is pointed out that when the teaching and learning process (of Mathematics) is adapted to the blind pupil, it allows to enhance their experiences and learning, and the initial and continuing teacher education has direct influence on this process. In summary, this research contributed to corroborate the researches in inclusive education in Mathematics, bringing new elements to the discussion about teaching and learning Mathematics for visually impaired students.

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Dias, Cristiani de Oliveira. "De olho na tela : requisitos de acessibilidade em objetos de aprendizagem para alunos cegos e com limitação visual." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/23812.

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Esta dissertação tem como intenção desenvolver uma proposta metodológica de adaptação e desenvolvimento de Objetos de Aprendizagem Acessíveis. Essa proposta metodológica define passo a passo o desenvolvimento do OA Acessível, seguindo o desenvolvimento de software orientado a objetos numa perspectiva inclusiva. Após a criação dessa proposta metodológica, foram feitas validações do OAA com sujeitos cegos e com limitação visual. No decorrer do texto, apresentamos as etapas de desenvolvimento do OA acessível, assim como as considerações finais do trabalho.
This methodological proposal defines step by step the development of an Accessible LO following the development of object oriented software in an inclusive perspective. After the creation of this methodological proposal, were made validations of the Accessible LO with blind subjects and with visual impairment. Throughout the text we present the development stages of the Accessible LO as well as the final considerations of the work.

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Hong, Sunggye. "The impact of early exposure to uncontracted braille by students with visual impairments." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280115.

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

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Gomide, Neto Ulysses. "Método Halliwick de natação : aplicação em crianças com deficiência visual." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/3133.

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Swimming is one of the most complete sports and more accessible to all kinds of people. The benefits of swimming for visually impaired relate to social, cognitive, motor and affective. Development is a continuous process that starts from pre-natal to death of the person. This research aimed to examine the program and apply the ten points of the method Halliwick swimming in children with Visual Impairment, highlighting the benefits brought by this reality, the dimensions cognitive, affective and motor skills of the children in the aquatic environment. The water allows people perform amazing moves that were made in the soil would be more difficult and performed by few, water also provides people with disabilities numerous benefits such as: rehabilitation and stimulation of paralyzed muscles, strengthening the muscles that helps in posture, relief of pain, strength work without worrying about friction, perceptual-motor intervention, independent mobility, among others. This, the methodological procedures were applied to children aged seven to thirteen years old. The results achieved with the research showed an improvement in motor coordination, sensory spatial orientation and understanding and ease of use of the proposed methodology employed and thus it is concluded that it can become more of a learning aid for swimming children with Visual Impairment. It is hoped that this research emphasize the potential of people with Visual Impairment, disclose the method Halliwick swimming and encourage their practice with people with disabilities
A natação é um dos desportos mais completos e mais acessíveis a todo o gênero de pessoas. Os benefícios da natação para deficiente visual estão relacionados ao desenvolvimento social, cognitivo, motor e afetivo. O desenvolvimento é um processo continuo que se inicia desde o pré-natal até a morte da pessoa. A presente pesquisa objetivou aplicar e analisar o programa dos dez pontos do Método Halliwick de natação em crianças com Deficiência Visual, enfatizando principalmente os benefícios obtidos com esta realidade instaurada, nas dimensões cognitivas, afetivas e motoras dessas crianças em ambiente aquático. A água permite as pessoas realizem movimentos incríveis que se fossem feitos no solo seriam de maior dificuldade e executados por poucos, a água também proporciona às pessoas com deficiência inúmeros benefícios como: reeducação e estimulação de músculos paralisados, fortalecimento da musculatura que auxilia na postura, alivio de dores, trabalho de força sem preocupações com atrito, intervenção perceptivo-motora, independência na mobilidade, entre outras. Sendo assim, os procedimentos metodológicos adotados foram aplicados em crianças de sete a treze anos de idade. Os resultados alcançados com a pesquisa mostraram que houve melhorias na coordenação motora, na orientação sensória espacial, bem como entendimento e desenvoltura da utilização da proposta metodológica empregada e desta maneira conclui-se que ela possa tornar-se mais um auxilio na aprendizagem da natação em crianças com Deficiência Visual. Espera-se com este pesquisa acentuar as potencialidades das pessoas com Deficiência Visual, divulgar o Método Halliwick de natação e incentivar a sua prática com pessoas com deficiência.

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Moura, Andrea de Andrade. "Saberes docentes de professores de Matemática do Ensino Fundamental e Médio em uma abordagem inclusiva de alunos deficientes visuais: Realidades e possibilidades." Universidade Estadual da Paraíba, 2015. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2375.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
From a lived reality in society and in schools in the sense of inclusion, where the segregation, in a camouflaged way, still is put in practice up today, our research work is an investigative qualitative research and looks the teaching process in a visually impaired student environment on the school education. In this way, we carried out our research by taking six Mathematics teachers who have visually impaired students in their classes as subjects, also were subjects the President of the Visually Impaired Institute in Campina Grande, the School caregiver and the teacher of the AEE class. We aimed to identify the Mathematics teacher conceptions on inclusion, on the use of manipulated material in their classroom, as the mobilized teacher knowledges by these teachers in an inclusive practice. About the other subjects, we seek to understand their roles in the teaching process, specifically their responsibility, also identifying the responsibility of the Visually Impaired Institute with the School. For that, we have the research question: How the Mathematics mobilized teacher knowledges of the E.E.E.F.M Senador Argemiro de Figueiredo are done and which are they? As data collection instruments, we carried out questionnaires, dissertation, interview, didactical propose application, field notes and audio taping, for identifying the teachers conception on the Visually Impaired students inclusion process in regular public schools. The choice of this School was for the large number of visually impaired students registered in the School, total of 23 and 20 active. Such students are between the 6º year Middle Level and 2º High Level, having six Mathematics teachers involved in this environment, as also the School caregiver and the teacher of the AEE class. The School has a link with the Visually Impaired Institute, from where we had initial information about the School itself. The didactical propose elaboration was done from studies by the team linked to a collaborative larger project, CAPES/OBEDUCUFMS/UEPB/UFAL. We make part of this network project, in the UEPB, composed by four teams with distinct focus, being our team intuited Visually Impaired and Mathematics Education, constituted by a researcher, a master student researcher, two School Mathematics teachers and two student Mathematics teachers. Within our research results, we ponted out the lack of teachers preparation, the School structured and the time that the teachers have to planned their classes. We also identified, for many times, that the Mathematics teachers do not fell capable to evaluate their visually impaired students, and they believe this is the obligation of the School caregiver, or the teacher who gives support to the Visually Impaired students. Moreover, we noted that the idea of inclusion by some teachers is contradictory, as they believe that with specific classes would be more productive for the special students learning. In a more specific way, on the teachers knowledges, we identified that the established mobilization is not satisfactory, as there are many lacks on the teachers knowledge, among them, the knowledge of using Braille and the knowledge of manipulating materials.
Diante da realidade vivenciada na sociedade e nas escolas no sentido da inclusão, onde a segregação, de modo camuflado, ainda vem sendo colocada em prática até os dias atuais, nossa pesquisa se enquadra como uma pesquisa qualitativa investigativa e volta-se para o processo de ensino que se dá em meio à inclusão de alunos deficientes visuais no ensino básico. Desse modo, realizamos nossos estudos tomando como sujeitos seis professores de Matemática de salas de aula que tem alunos DV, ainda consideramos como sujeitos de pesquisa a Presidente do Instituto dos Cegos de Campina Grande, a cuidadora da Escola e a professora da sala de AEE. Tínhamos como objetivo identificar as concepções dos professores de Matemática sobre inclusão, sobre o uso de materiais manipuláveis em suas aulas, como também identificar os saberes docentes mobilizados pelos esses professores na prática inclusiva. Com relação aos demais sujeitos da pesquisa, buscamos compreender a função deles neste processo de ensino, especificamente a responsabilidade que lhes cabe, também identificando a responsabilidade do Instituto dos Cegos com a Escola. Para tanto, nos norteamos com a seguinte pergunta: Como se dá a mobilização de saberes docentes dos professores de Matemática da E.E.E.F.M Senador Argemiro de Figueiredo e quais são estes saberes? Como instrumentos de coleta de dados, realizamos questionários, redação, entrevista, apresentação de uma proposta didática, notas de campo e gravação de áudio, a fim de identificar as concepções dos professores sobre o processo de inclusão de alunos DV em escolas públicas regulares. A escolha por esta Escola se deu pelo grande número de alunos deficientes visuais matriculados na mesma, totalizando em 23 e 20 frequentes. Tais alunos estão distribuídos entre o 6º ano do Ensino Fundamental e o 2º ano do Ensino Médio, tendo seis professores de Matemática envolvidos neste meio, como também uma cuidadora e uma professora da sala de AEE. A Escola possui uma ligação com o Instituto dos Cegos, de onde tivemos informações iniciais sobre a própria Escola. A elaboração da proposta didática mencionada surgiu de estudos realizados por uma equipe vinculada à um trabalho colaborativo de um projeto maior, CAPES/OBEDUCUFMS/UEPB/UFAL. Fizemos parte deste Projeto em rede, no núcleo UEPB, o qual se compõe de quatro equipes com focos distintos, sendo a nossa equipe denominada Deficiência Visual e Educação Matemática, constituída por um pesquisador, um mestrando, dois professores de Matemática do Ensino Básico e dois graduandos do curso de Licenciatura em Matemática. Dentre os resultados de nossa pesquisa, apontamos a falta de preparação dos professores, da estrutura da Escola e o tempo que os professores têm para preparar suas aulas. Identificamos também, por muitas vezes, os professores de Matemática não se sentindo capazes de avaliar seus alunos deficientes visuais, e acreditarem ser esta obrigação da pessoa denominada cuidadora na Escola, ou a professora pedagoga que apoia os alunos deficientes visuais. Além disso, percebemos que a ideia de inclusão por alguns dos professores é contraditória, pois acreditam que com salas específicas seria mais produtiva para a aprendizagem de alunos especiais. De modo mais específico, sobre os saberes docentes, identificamos que a mobilização estabelecida não é satisfatória, pois há muitas lacunas no conhecimento dos professores, dentre eles, o saber utilizar o Braille e o saber manipular materiais.

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Lopes, Gra?a Auxiliadora Nobre. "Tecnologias de Informa??o e Comunica??o (TIC): ferramentas como interface inclusiva de estudantes com defici?ncia visual no ensino superior p?blico de Macap?" Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2484.

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In this study, we discuss the political-legal aspects that turn to the process of inclusion of students with visual impairment in the University, considering it as the generator of knowledge and promoter of the emancipation of its student body, reaffirming the right of isonomy and equity of opportunities. Thus, we investigate the technologies, with emphasis on Information and Communication Technologies (ICT), used by university students with visual impairment in their learning process in Higher Education in the city of Macap? / AP, with two blind students from Stadual University of Amapa (UEAP). We established as research objectives: To investigate the technologies used by university students with visual impairment in their learning process; To characterize the choices of pedagogical tools of these students in the scope of Information and Communication Technologies; Identify possible technological barriers in the learning process in Higher Education; Characterize the impacts of the technologies used by these students in their learning process. It is worth noting that in order to problematize the process of inclusion of students with visual impairment through the use of ICT as a dimension of accessibility to knowledge, the objectives were deployed in the following study questions: There are other tools of assistive technology in the daily life of the room of class?; What are its impacts on the learning process of students with visual impairment in Higher Education ?; What barriers or obstacles are evident in the process of schooling of students with visual impairment in Higher Education ?; What assistive technology tools are privileged in the choices of these visually impaired students in their learning process ?; What are the didacticpedagogical impacts of the technologies used in the learning process of students with visual impairment? Thus, this study contributes, adopting the methodological conception of Critical Theory as a method, with emphasis on Theodor Adorno's thought, for the unveiling of the plots experienced by students with visual deficiency in Public Higher Education of Amap?. For this, we use as a data collection procedure the semi-structured interview. In the progress of this study, we obtained as a result that even with the possibilities in the access to bibliographic collections in universities and academic databases, with all the tools available to students with visual impairment, either through braille, extended text or digital media , The subjects of our study still face numerous didactic-pedagogical barriers
Nesse estudo discutimos os aspectos pol?tico-legais que se voltam para o processo de inclus?o de estudantes com defici?ncia visual na Universidade, considerando-a como geradora de conhecimento e promotora da emancipa??o de seu corpo discente, reafirmando o direito de isonomia e equidade de oportunidades. Assim, investigamos as tecnologias, com ?nfase nas Tecnologias de Informa??o e Comunica??o (TIC), usadas por universit?rios com defici?ncia visual em seu processo de aprendizagem no Ensino Superior da cidade de Macap?/AP, tendo como interlocutores dois estudantes cegos da Universidade do Estado do Amap? (UEAP). Estabelecemos como objetivos da pesquisa: Investigar as tecnologias usadas por universit?rios com defici?ncia visual no seu processo de aprendizagem; Caracterizar as escolhas das ferramentas pedag?gicas destes estudantes no ?mbito das Tecnologias da Informa??o e Comunica??o; Identificar poss?veis barreiras tecnol?gicas no processo de aprendizagem no Ensino Superior; Caracterizar os impactos das tecnologias utilizadas por estes estudantes no seu processo de aprendizagem. Destaca-se que ao problematizar o processo de inclus?o de estudantes com defici?ncia visual por interm?dio do uso das TIC como mais uma dimens?o de acessibilidade ao conhecimento, os objetivos foram desdobrados nas seguintes quest?es de estudo: ?Existem outras ferramentas de tecnologia assistiva no cotidiano da sala de aula??; ?Quais os seus impactos no processo de aprendizagem de estudantes com defici?ncia visual no Ensino Superior??; ?Quais as barreiras ou obst?culos s?o evidenciados no processo de escolariza??o de estudantes com defici?ncia visual no Ensino Superior??; ?Quais as ferramentas de tecnologia assistiva s?o privilegiadas nas escolhas desses estudantes com defici?ncia visual no seu processo de aprendizagem??; ?Quais s?o os impactos did?tico-pedag?gico das tecnologias usadas no processo de aprendizagem dos estudantes com defici?ncia visual??. Assim, este estudo contribui, adotando a concep??o metodol?gica da Teoria Cr?tica como m?todo, com ?nfase no pensamento de Theodor Adorno, para o desvelar das tramas vivenciadas por estudantes com defici?ncia visual no Ensino Superior p?blico do Amap?. Para tal, utilizamos como procedimento de coleta de dados a entrevista semiestruturada. No avan?o deste estudo, obtivemos como resultado que mesmo com as possibilidades no acesso a acervos bibliogr?ficos em universidades e bases de dados acad?micos, com todas as ferramentas dispon?veis aos estudantes com defici?ncia visual, seja por meio do sistema braille, texto ampliado ou em meio digital, os sujeitos de nosso estudo ainda enfrentam in?meras barreiras did?tico-pedag?gicas.

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Mendonça, Antônio da Silva [UNESP]. "Desenvolvimento e aplicação de uma maquete sobre as leis de Kepler para inclusão de alunos com deficiência visual no ensino de física." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132927.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Cada vez mais professores do Ensino Médio se deparam com desafios em sua rotina de como de ensinar Física para pessoas com deficiência visual. O processo de inclusão vem crescendo, mas não tem sido acompanhado pela devida formação desses profissionais, que na maioria das vezes, não sabem como lidar e desenvolver atividades diversificadas que, de fato, incluam esse público no ambiente escolar. A inclusão é uma tarefa complexa que vai muito além de manter alunos cegos ou com baixa visão nas salas regulares convivendo com os demais alunos. Segundo alguns referenciais é possível ensinar Física a alunos deficientes visuais, desde que algumas precauções sejam tomadas, como o uso de adaptações em equipamentos que levem o aluno deficiente a construir significado daquilo que está sendo estudado através de outros sentidos como, por exemplo, o tato. O desenvolvimento de metodologias alternativas para o ensino de alunos cegos ou com baixa visão é muito importante para a melhoria da qualidade do ensino oferecido. Sendo assim, este estudo visa através de entrevistas intermediadas por questionários inicial e final, saber o que alunos com deficiência visual pensam e avaliam dos materiais (maquetes) construída com materiais de fácil acesso para trabalharem as Leis de Kepler. Nesse sentido, o objetivo desta Dissertação de Mestrado está relacionado à avaliação que os alunos com deficiência visual podem fazer dos materiais construídos, saber deles se os materiais são perceptivos, se são acessíveis tatilmente, se as dimensões são adequadas e se os conceitos podem ser construídos com auxílio da maquete.
More and more high school teachers are faced with challenges in their routine on physics teaching to people with visual impairment. The inclusion process is growing, but has not been accompanied by proper formation of these professionals who most often do not know how to handle and develop diversified activities that, in fact, include this public in the school environment. Inclusion is a complex task that goes far beyond keeping blind or low vision students in regular rooms in getting along with other students. According to some references it is possible to teach Physics to visually impaired students, as long as certain precautions are taken, such as using adaptations in equipment that take the visually impaired student to construct meaning of what is being studied by other senses, for example, the tact. In this sense, the development of alternative methodologies for teaching blind students and low vision is very important for improving the quality of education offered. Thus, this study aims through interviews carried out through initial and final questionnaires, know what students with visual impairment think and evaluate about the materials (models) built with easily and accessible materials to work Kepler's Laws. In this sense, the objective of this Master's Dissertation is related to the assessment that students with visual impairments can make about the materials built, know them if the materials are perceptive, if they are accessible tactually, if the dimensions are adequate and if the concepts can be constructed with model’s help.

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

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Dissertations / Theses on the topic 'Education and visual impairment'

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