Journal articles: 'Education and visual impairment'

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

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

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

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

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The identification and treatment of children who have significant visual impairments are critical to their health and future well-being. "Legal blindness" occurs if a patient has central visual acuity of 20/200 or less in the better eye with corrective glasses or a visual field that is no greater than 20 degrees in the better eye. To determine eligibility for special education services, states must adopt a definition of visual impairment consistent with the Individuals with Disabilities Education Act (IDEA). For educational purposes, this includes students who have a visual disability that, even with correction, affects their educational performance adversely. The term includes both partially seeing and blind children.

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Stekić, Dunja. "Knowledge of persons with visual impairment and typically developing persons about sexually transmitted diseases." Specijalna edukacija i rehabilitacija 21, no. 3 (2022): 195–209. http://dx.doi.org/10.5937/specedreh21-36240.

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Introduction. Sexually transmitted diseases are a public health, medical and social problem. They are among the five most common diseases in the world. Knowledge about sexually transmitted infections and protection from them is one of the most important methods of prevention and protection of sexual and reproductive health. Objectives. The main aim of this paper was to determine the knowledge of persons with visual impairments about sexually transmitted diseases. Other objectives included determining the differences between knowledge of persons with and without visual impairments about sexually transmitted diseases and determining gender, age, and educational differences. Methods. The study included 50 participants with visual impairment and 50 participants without visual impairment, equal in gender, age, and level of education. Data were collected online in May 2020. The Illustrative Questionnaire for Interview-Surveys with Young People was used for this purpose. Results. The main results showed a statistically significant difference between persons with and those without visual impairment in terms of knowledge about the types of sexually transmitted diseases. In the subsample of participants with visual impairment, there were statistically significant differences related to gender, but no age and educational differences. Conclusion. It is necessary to pay more attention to people with visual impairment with regard to sexual and reproductive health through the organization of training and workshops in order to increase knowledge on this topic.

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Stanimirov, Ksenija, Aleksandra Grbović, Marija Anđelković, Milorad Ljutica, and Sanja Rakić. "Ophthalmologists' awareness of cerebral visual impairment: Preliminary study." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 147–59. http://dx.doi.org/10.5937/specedreh20-33159.

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Introduction. Cerebral visual impairment is the leading cause of severe visual impairment and blindness in infants and children in high-income countries. The main cause of this condition is damage of higher visual pathways and brain centers which leads to problems in processing visual information. In the last 20 years, an increase in the prevalence of cerebral visual impairment has been observed, but this diagnosis as a cause of vision problems in Serbia is not common. Objectives. The aim of this study was to assess the awareness of ophthalmologists of cerebral visual impairment. Methods. The Questionnaire for the assessment of cerebral visual impairment (Maitreya et al., 2018) was translated into Serbian, and used for data collection. The sample consisted of 45 ophthalmologists employed on the territory of the Republic of Serbia. Results. Two thirds of ophthalmologists from the sample self-assessed their knowledge a slow (or nonexistent). However, the results showed that they had a satisfying level of awareness about cerebral visual impairment, and the majority of the participants correctly stated the most common risk factor for cerebral visual impairment. The highest awareness was observed in ophthalmologists who worked in health centers, those with more work experience, and especially those who primarily worked with children. Conclusion. Further informing the ophthalmologists about the diagnostic method of choice, symptomatology and differential diagnosis of cerebral visual impairment is desirable. Raising the awareness of doctors about this condition would lead to more frequent diagnoses, especially in babies with neurological impairments that are currently most likely misdiagnosed or unrecognized when it comes to their vision problems.

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Sandu, Paula-Bianca, Andreia-Mihaela Stancu, Corina-Andreea Șerban, Roberta-Nicoleta Vasile, and Alexandra-Maria Voicu. "Education and personality in relation to visual impairment. Visual impairment during the Coronavirus pandemic." Review of Psychopedagogy 10, no. 1 (July 20, 2021): 195–202. http://dx.doi.org/10.56663/rop.v10i1.31.

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This article focuses on identifying the differences between the personality of people with visual impairments and people without such disabilities, identifying the influences of Covid-19 pandemic on people with visual impairments and understanding the possibilities of alleviating their difficulties.We also intended to highlight the daily struggles of the visually impaired. During this difficult period -the pandemic - they went through a lot: they could not shop, they could not receive help from other people, because they had to keep their distance and they had to give up their jobs.

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Ujima, Kazuhito. "Topics on Education for the Visual Impairment." Japanese Journal of Rehabilitation Medicine 58, no. 12 (December 18, 2021): 1367–76. http://dx.doi.org/10.2490/jjrmc.58.1367.

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

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

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Hong, Sunggye, Irene Topor, and Jane Erin. "A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments." Journal of Visual Impairment & Blindness 116, no. 3 (May 2022): 343–53. http://dx.doi.org/10.1177/0145482x221109517.

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Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.

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Ralejoe, Malehlanye. "A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho." South African Journal of Education 41, no. 1 (February 28, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n1a1746.

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The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools.

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Rooks-Ellis, Deborah L. "Inquiry-Based Education for Students with Visual Impairment." ISRN Education 2014 (March 4, 2014): 1–7. http://dx.doi.org/10.1155/2014/361685.

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The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

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Ludíková, Libuše, and Dita Finková. "Improvement in Education of People with Visual Impairment." Procedia - Social and Behavioral Sciences 55 (October 2012): 971–79. http://dx.doi.org/10.1016/j.sbspro.2012.09.587.

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Czerwińska, Kornelia. "Visual impairment and self-education – selected psychosocial aspects." Annales Universitatis Mariae Curie-Sklodowska, sectio J, Paedagogia-Psychologia 27, no. 1 (March 2, 2015): 71. http://dx.doi.org/10.17951/j.2014.27.1.71.

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Negash, Kahsay Hailu, and Velisiwe Gasa. "Academic Barriers That Prevent the Inclusion of Learners With Visual Impairment in Ethiopian Mainstream Schools." SAGE Open 12, no. 2 (April 2022): 215824402210899. http://dx.doi.org/10.1177/21582440221089934.

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This article explored the academic barriers that prevent the inclusion of learners with visual impairment in mainstream schools. It is a purposive study that was conducted in two schools in Tigray Regional State in Ethiopia. The data were collected through interviews and focus group discussions from 2 school principals, 4 teachers, and 12 learners with and without visual impairment. The findings reveal a lack of books in braille, a shortage of computers with “Job Access With Speech” (JAWS) software, few audio-recorded materials, and minimal curriculum adaptation to suit learners with visual impairments. It was discovered that these academic barriers affect the teaching and learning as well as the implementation and actualization of inclusive education. Therefore, this article calls for the Ministry of Education (MoE), schools, communities, governmental, and non-governmental organizations to intervene and ensure the balance between accessibility of education and availability of resources to cater to all learners with visual impairments.

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Swenor, Bonnielin K., Jiangxia Wang, Varshini Varadaraj, Caterina Rosano, Kristine Yaffe, Marilyn Albert, and Eleanor M. Simonsick. "Vision Impairment and Cognitive Outcomes in Older Adults: The Health ABC Study." Journals of Gerontology: Series A 74, no. 9 (October 25, 2018): 1454–60. http://dx.doi.org/10.1093/gerona/gly244.

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Abstract Background An association between visual impairment and cognitive outcomes has been documented, but there is limited research examining this relationship using multiple measures of vision. Methods Participants included non-demented individuals in Year 3 of the Visual impairment was assessed using visual acuity, contrast sensitivity, and stereo acuity. Cognitive function was defined using the digit symbol test and the Modified Mini-Mental State Examination (3MS). Incident cognitive impairment was defined as a 3MS score <80 or a decline >5 points following Year 3. Linear mixed effects models examined longitudinal associations adjusting for year, age, sex, race, education, smoking, depression, diabetes, study site, as well as interaction terms between the vision parameters and years in study, between baseline age and years in study, and quadratic terms of baseline age and years in study. Discrete Cox regression models examined the risk of incident cognitive impairment. Results Analyses included 2,444 participants (mean age = 74). Visual acuity, contrast sensitivity, and stereo acuity impairments were not associated with statistically significant changes in annual digit symbol test scores over 7 years of follow-up, as compared to those without these impairments. However, visual acuity, contrast sensitivity, and stereo acuity impairments were associated with greater declines in annual 3MS scores over 9 years. Participants with impaired visual acuity, contrast sensitivity, and stereo acuity had a greater risk of incident cognitive impairment. Conclusions Our results suggest that visual acuity, contrast sensitivity, and stereo acuity impairments may be risk factors for cognitive decline.

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장선아, 고도흥, and SIM HEE JEONG. "A Study on Effective Parent Education for Childrenwith Sensory Impairments: Focused on Visual Impairment and Hearing Impairment." Journal of speech-language & hearing disorders 22, no. 4 (December 2013): 303–24. http://dx.doi.org/10.15724/jslhd.2013.22.4.016.

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Mariano, Halanda de Matos, Geraldo Wellington Rocha Fernandes, and Raquel Schwenck de Mello Vianna Soares. "O ensino de ciências para alunos com deficiência visual: identificando limites e possibilidades por meio de uma revisão sistemática da literatura." Revista Brasileira de Educação em Ciências e Educação Matemática 5, no. 2 (August 31, 2021): 313–43. http://dx.doi.org/10.33238/rebecem.2021.v.5.n.2.27192.

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Resumo: Este trabalho tem o objetivo de caracterizar as pesquisas em ensino de Ciências referentes aos alunos com deficiência visual. Trata-se de uma pesquisa com abordagem qualitativa, através de uma revisão sistemática de trabalhos publicados em eventos nacionais e periódicos da área de ensino de Ciências com Qualis Capes A1/A2. O instrumento de análise dos dados foi a Análise Textual Discursiva (ATD). Os resultados foram divididos em duas partes. A primeira buscou caracterizar o levantamento bibliográfico dos trabalhos publicados em ensino de Ciências sobre alunos com deficiências visuais. A segunda parte caracteriza os limites e possibilidades sobre esta temática, através de quatro categorias emergentes: 1) Inclusão e o ensino de Ciências; 2) Formação de professores de Ciências e deficiência visual; 3) Construção, uso ou análise de materiais didáticos adaptados para alunos com deficiência visual no ensino de Ciências; e 4) Reflexões epistêmicas no ensino de Ciências para alunos com deficiência visual.Palavras-chave: Deficiência Visual; Baixa Visão; Ensino de Ciências; Educação Inclusiva. Science education for students with visual impairment: identifying limits and possibilities through a systematic literature reviewAbstract: This work aims to characterize research in science education related to students with visual impairment. This is a research with a qualitative approach, through a systematic review of works published in national events and journals in the field of science teaching with Qualis Capes A1/A2. The data analysis instrument was the Textual Discursive Analysis (TDA). The results were divided into two parts. The first sought to characterize the bibliographic survey of works published in science teaching about students with visual impairments. The second part characterizes the limits and possibilities on this theme, through four emerging categories: 1) Inclusion and the science teaching; 2) Training of science teachers and visual impairment; 3) Construction, use or analysis of didactic materials adapted for students with visual impairments in science teaching; and 4) Epistemic reflections on science teaching for visually impaired students.Keywords: Visual impairment; Low vision; Science education; Inclusive education.

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Chilsulo Barbara and Penda Annie. "Theoretical and conceptual framework of the academic performance of students with visual impairment in mathematics at Mansa and Malcom Moffat colleges of education in Zambia." International Journal of Research in Informative Science Application & Techniques (IJRISAT) 2, no. 5 (February 12, 2022): 1–11. http://dx.doi.org/10.46828/ijrisat.v2i5.32.

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This manuscript is an extract of a theoretical framework and conceptual framework from a Master’s an on-going study on the academic performance of students with visual impairment in mathematics at Mansa and Malcom, Moffat colleges of education in Zambia. The work is an attempt to review the academic performance of students with visual impairment in Mathematics at Mansa and Malcom Moffat colleges of Education. Among the factors that may affect these students are such as instructional materials, instructional approaches in teaching Mathematics, lecturer’s attitude and academic performance of learners with visual impairment. It is argued that if these factors are identified and addressed students with visual impairment can benefit a lot from students with visual impairment education under education system.

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Ravichandran, G., Dr J. Sujathamalini, and Dr K. Gunasekaran. "E-Learning- Accessibility of Students with Visual Impairment in Higher Education." International Journal of Research and Review 9, no. 5 (May 11, 2022): 27–31. http://dx.doi.org/10.52403/ijrr.20220506.

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This paper explores the e-learning accessibility of students with visual impairment to begin as a current learning method in the education system. Even in training, the significance of e-studying has improved appreciably. Although a maximum of the technically triggered accessibility management education structures and e-learning contents are conquered all accessibility there are still barriers to be considered. As a matter of current pandemic, it still seems that the subject of accessibility is still exclusively discussed on a technical level. Important aspects like target group-oriented learning methodology and course administration had improved to meet the needs of students with visual impairment. However, e-learning is as important for the accessibility for student with print disabilities and the technical adaptations of the various education structures are used in an e-learning environment of students with visual impairment. The present qualitative study explored the accessibility of e-learning of students with visual impairment. The study implied the need for training students with visual impairment to overcome the learning barriers through implementation of technological advancements such as e-learning and online learning at higher education. Keywords: E-Learning, Accessibility, Visual Impairment.

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Rowe, Fiona J., Joseph Dent, Frank Allen, Lauren R. Hepworth, and Rachel Bates. "Development of V-FAST: a vision screening tool for ambulance staff." Journal of Paramedic Practice 12, no. 8 (August 2, 2020): 324–31. http://dx.doi.org/10.12968/jpar.2020.12.8.324.

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Background: About two-thirds of stroke survivors experience visual problems and most patients who have a stroke limited to the occipital lobe will have visual impairments only. Aim: The V-FAST screening tool, which assesses visual symptoms, eye movements, visual field and visual extinction, and a training package to improve diagnostic accuracy of identifying visual impairment in hyperacute strokes were developed and evaluated. Methods: The educational package was developed through focus groups. The pilot study screened patients with suspected strokes in prehospital settings; the V-FAST tool was used with 43 of these patients. Each participant was also assessed in hospital using the National Institutes of Health Stroke Scale (NIHSS) and the score compared to V-FAST screening results to determine sensitivity and specificity. Results: The education package includes detailed instructions with video. In the pilot study, V-FAST detected visual impairment in 75.9% of FAST-positive and 80% of FAST-negative strokes. Sensitivity and specificity compared to NIHSS were 85.7% and 42.1% respectively. Conclusion: V-FAST has good sensitivity to detect vision impairment when screening for possible strokes. The added education package facilitates greater knowledge and understanding of potential visual problems caused by stroke.

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Sutter, Chevonne, MaryAnn Demchak, Brianna Grumstrup, Andrea Forsyth, and Jill Grattan. "Research Designs and Literature in the Field of Visual Impairment: What Informs Our Practices?" Journal of Visual Impairment & Blindness 114, no. 5 (September 2020): 356–69. http://dx.doi.org/10.1177/0145482x20958886.

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Introduction: This descriptive study identified types of articles published and research designs used in targeted special education journals. Articles in visual impairment (i.e., low vision or blindness) published between 2012 and 2017 were examined to determine what literature informed the field during the 6-year period. Method: A total of 4,850 articles from 37 journals were reviewed. Initially, all articles published from 2012 through 2014 in targeted disability journals across categories related to the Individuals with Disabilities Education Act (IDEA) were reviewed. Subsequently, articles published from 2015 through 2017 in six key journals in visual impairment and deafblindness were reviewed. Each article in every volume of selected journals in the 6-year period was coded for type, research design, and target population. Results: The majority of research designs implemented with IDEA-eligible individuals with visual impairments were quantitative, specifically regression analyses, comparative, and single-case research designs (hereafter, single-case designs). Studies targeting non-IDEA eligible participants nearly doubled those targeting children with visual impairments. Less than one third of studies identified were intervention studies. Single-case designs were the most commonly used designs for intervention studies, and few reported effect size. The overall small number of studies with children with visual impairments indicate an increased need for experimental studies to identify evidence-based practices. Discussion: A greater number of empirical than nonempirical articles was identified in visual impairment, possibly indicating increased investigation of practices and interventions. This trend aligns with the current focus on using evidence and data to support practice and policy. Further research should evaluate quality of studies. Implications for practitioners: It is important to be familiar with the body of research informing the field of visual impairment to understand the evidence underlying its practices and policies. It is recommended that increased numbers of high-quality intervention studies be conducted to identify evidence-based practices.

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Martać, Valentina, Vesna Vučinić, Marija Anđelković, and Zorica Vladisavljević. "Characteristics of interaction between parents and children with visual impairment at preschool age." Specijalna edukacija i rehabilitacija 19, no. 4 (2020): 213–26. http://dx.doi.org/10.5937/specedreh19-29874.

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Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.

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Ntim, Edward Kofi, Irene Vanderpuye, Ivy Ama Kpodeo, Rebecca Afrah Assie, and Charles Derkye. "Elements of Expanded Core Curriculum That Best Predicts Academic Achievement of Students With Visual Impairment." Advances in Social Sciences Research Journal 8, no. 6 (July 2, 2021): 345–65. http://dx.doi.org/10.14738/assrj.86.10224.

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Every student (student with visual impairment or non-student with visual impairment) is expected to leave the walls of any educational institution with a strong grasp of knowledge, skills, and attitude to function successfully in life-after-school. In order to be successful, students with visual impairment must learn all the nine components of the expanded core curriculum (ECC). The expanded core curriculum empowers students with visual impairment to access their education and make their own choices throughout life. Without specialised instruction in ECC, students with vision loss may not be aware of the activities of their peers or acquire other critical information about their surroundings (Ferrell, 2000). As students with visual impairment learn the expanded core curriculum they build a strong foundation for success in life today and tomorrow. The ECC must therefore, be strategically and sequentially taught and integrated into all aspects of the education of the student with visual impairment. Ninety three students with visual impairment at University of Cape Coast and University of Education, Winneba were used for the study. Questionnaire and Multiple regression were used to collect and analyse data respectively. Independent living skills emerged as the best predictor of academic achievement of students with visual impairment.

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Froschl, Merle, Linda Colon, Ellen Rubin, and Barbara Sprung. "Including all of us: Learning about visual impairment." Day Care & Early Education 14, no. 4 (June 1987): 24–31. http://dx.doi.org/10.1007/bf01619809.

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AlTarawneh, Rodaina. "Psychological and social adaptation of students with visual impairment and blindness at Mu’tah University." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4491–501. http://dx.doi.org/10.18844/cjes.v17i12.7921.

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This study aimed to identify the level of psychological and social adaptation of students with varying levels of visual disabilities at Mu’tah University and the effect of gender on it. To achieve these aims, the researcher prepared and used a psychological and social adaptation scale to collect data from twelve students with visual impairment or blindness (both male and female). The results showed that the levels of psychological and social adaptation were moderate. Further, there were no statistically significant differences between students with visual impairment in psychological and social adaptation levels due to gender, only in psychological adaption favoring males. One of the most important recommendations of this study was to provide psychological support and counseling services to students with visual impairment or blindness at the university’s student counseling office. Keywords: Psychological adaptation, social adaptation, visual impairment, blindness, Mu'tah University; Jordan.

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Finková, Dita. "Quality Standard in Education of Individuals with Visual Impairment." e-Pedagogium 12, no. 4 (August 1, 2012): 21–31. http://dx.doi.org/10.5507/epd.2012.047.

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Pagliano, Paul. "Access to Quality Education for Children with Visual Impairment." International Journal of Disability, Development and Education 45, no. 2 (June 1998): 233–35. http://dx.doi.org/10.1080/1034912980450208.

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Lieberman, Lauren J., Monica Lepore, Maria Lepore-Stevens, and Lindsay Ball. "Physical Education for Children with Visual Impairment or Blindness." Journal of Physical Education, Recreation & Dance 90, no. 1 (December 17, 2018): 30–38. http://dx.doi.org/10.1080/07303084.2018.1535340.

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Williams, Ann S. "Making Diabetes Education Accessible for People With Visual Impairment." Diabetes Educator 35, no. 4 (May 5, 2009): 612–21. http://dx.doi.org/10.1177/0145721709335005.

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Morris, Ceri. "Making sense of education: sensory ethnography and visual impairment." Ethnography and Education 12, no. 1 (January 13, 2016): 1–16. http://dx.doi.org/10.1080/17457823.2015.1130639.

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Cronin, P. J. "A Direct Service Program for Mainstreamed Students by a Residential School." Journal of Visual Impairment & Blindness 86, no. 2 (February 1992): 101–4. http://dx.doi.org/10.1177/0145482x9208600202.

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Residential schools are appropriately placed to provide a wide range of direct services to mainstreamed children with visual impairments. One of these services can be occasional withdrawal to the residential school for teaching skills that are unique to visual impairment, but that are not specifically included in the regular education program.

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Joshi, Aditi, and Suzanne L. Ray. "Facilitators and barriers to education for chiropractic students with visual impairment." Journal of Chiropractic Education 34, no. 2 (April 25, 2019): 116–24. http://dx.doi.org/10.7899/jce-18-14.

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Objective The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program. Methods Ten participants were recruited, including 3 students who are “legally blind,” 2 student notetakers, 3 faculty members who taught students with visual impairment, and 2 staff members from the Disability Services Office. For this qualitative study, the students were recruited through the Disability Services Office. The participants were audiotaped during approximately 1-hour interviews conducted in a semistructured manner within a private setting (a quiet office) on the campus during office hours. Thematic analysis was conducted using a deductive method for codes and an inductive method for themes. Results We identified facilitators and barriers to the education of students with visual impairment. Notable facilitators were planning for accessible educational materials, accessibility of workable space, and support systems, such as notetakers and close interaction with faculty. Notable barriers were attitudes of students with visual impairment toward their education, lack of personnel training, and lack of disability awareness in the campus community. Conclusion Meticulous planning of resources and communication are key to enriching academic experiences of students with visual impairment.

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Шельшакова, Н. Н. "Interpersonal relationships of children with visual impairment." Management of Education, no. 3 (May 30, 2021): 192–201. http://dx.doi.org/10.25726/y1764-8446-2247-y.

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Одной из проблем, которую должна решить психологическая и педагогическая наука, является социальная адаптация, реабилитация и интеграция детей с недостатками зрения в общество. В советский период известные психологи Л. С. Выготский, Р. М. Боскис, М. С. Певзнер, Ф. Ф. Рау и другие стояли на пути индивидуального подхода в обучении детей с психо-физическими нарушениями. Такие дети требуют специальной поддержки, помощи в обучении в зависимости от их психо-физических пороков. Все это должно быть направлено на раскрытие индивидуальных возможностей учащихся для достижения социальной адаптации и интеграции их в общество. В исследованиях отмечается, что дети с недостатками здоровья легко воспринимают наряду с положительными сторонами жизни также негативные, в частности вступая в конфликт с законом. Целью данного исследования является анализ проблемы обучения детей с недостатками зрения и раскрытие педагогических условий, которые будут способствовать эффективной адаптации и интеграции их в общество. За последнее десятилетие принят ряд нормативных документов по улучшению учебно-воспитательного процесса в школе, в частности, по специальному образованию (принят закон “Об образовании” и “концепция специального образования”, принята Декларация ООН о правах отсталых детей и инвалидов и др. Большинство вспомогательных школ являются школами интернатного типа. Это приводит к изоляции ребенка от общества, созданию условий, направленных, в основном, на удовлетворение личностных потребностей детей. В таких условиях формируется лицо, которое не готово к полноценной самостоятельной жизни после окончания учебного заведения. Встал вопрос о модификации системы специального образования-осуществлении интеграции в общеобразовательную структуру. One of the problems that psychological and pedagogical science should solve is the social adaptation, rehabilitation and integration of children with visual impairments into society. In the Soviet period, well-known psychologists L. S. Vygotsky, G. M. Boskis, N. Sec. Pevsner, F. F. Rau and others stood in the way of an individual approach to the education of children with psycho-physical disabilities. Such children require special support, assistance in learning, depending on their psycho-physical vices. All this should be aimed at revealing the individual capabilities of students to achieve social adaptation and integration into society. The research notes that children with disabilities are easily perceived along with the positive aspects of life as well as the negative, in particular, coming into conflict with the law. The purpose of this study is to analyze the problem of teaching children with visual impairments and to reveal the pedagogical conditions that will contribute to their effective adaptation and integration into society. Over the past decade, a number of normative documents have been adopted to improve the educational process in schools, in particular, on special education (the law “On Education” and “The Concept of Special Education”, the UN Declaration on the Rights of Backward Children and Disabled People, etc.). Most of the auxiliary schools are boarding schools. This leads to the isolation of the child from society, the creation of conditions aimed mainly at meeting the personal needs of children. In such conditions, a person is formed who is not ready for a full-fledged independent life after graduation. The question arose about the modification of the system of special education-the implementation of integration into the general education structure.

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Head, D. "Educational Deficit: An Inappropriate Service Criterion for Children with Visual Impairments." Journal of Visual Impairment & Blindness 84, no. 5 (May 1990): 207–10. http://dx.doi.org/10.1177/0145482x9008400503.

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This article reviews two current philosophical issues in special education service delivery and the perceived impact on services to children with visual impairments: (a) the Regular Education Initiative, and (b) the Least Restrictive Environment. Concern is expressed that by focusing advocacy efforts on placement issues rather than on service delivery issues, children with visual impairments go without needed and appropriate services. A new service delivery criterion is being used by many states and local education agencies, requiring the child with a visual impairment to have an “educational deficit” prior to the provision of comprehensive services. This requirement appears to be a rationalization for excluding these children. The author questions the concept of an “educational deficit,” and discusses actions and efforts to eliminate the practice of requiring this inappropriate qualifier and to improve the breadth of services provided children with visual impairments.

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Radzo Alibegovic, Dzenana, and Smaila Hadzipasic. "QUALITY OF LIFE OF ELDERLY PEOPLE WITH VISUAL IMPAIRMENT IN RELATION TO THE DEGREE OF VISUAL IMPAIRMENT." Journal Human Research in Rehabilitation 12, no. 1 (April 29, 2022): 62–65. http://dx.doi.org/10.21554/hrr.042207.

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The main goal of this study was to examine the differences in the quality of life of the elderly with impaired vision in relation to the degree of visual impairment. The research included a total of 40 elder respondents, visually impaired, both genders, located and accommodated in the Public Institution “Retirement Home” in Tuzla and the retirement home “Vita Nostra” in Bihać. The analysis of the obtained results indicates that the degree of visual impairment has an impact on the quality of life of the elderly with impaired vision, people with severe visual impairment have the poorest quality of life.

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Schroyen, Sarah, Céeline Meillon, Manon Marquet, Jean-François Dartigues, Karine Pérès, and Hélène Amieva. "Subjective Age in the Oldest Old: What is the Association with Disability and Sensory Impairment?" Journal of the American Academy of Audiology 31, no. 04 (April 2020): 257–61. http://dx.doi.org/10.3766/jaaa.18087.

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Abstract Background and Purpose Disability and sensory impairment are particularly pronounced among the oldest old population (80 years and older). Considering these specificities, we analyzed the association of such parameters with subjective age, a strong predictor of health-related outcomes. We assumed that greater disability and sensory impairment (hearing and visual) would be linked with an older subjective age. Research Design Prospective population-based study. Study Sample Data were gathered from the 27th year follow-up of the PAQUID cohort, visit where the question on subjective age was collected. Our sample included 75 participants older than 93 years, with a mean age of 96 years. Data Collection and Analysis Disability was assessed with Activities of Daily Living and sensory impairments by asking participants if they have visual or hearing difficulties. A multiple linear regression model was performed with subjective age as the dependent variable. Independent variables were functional disability and visual and hearing impairments. Results On average, the participants felt 12 years younger than their actual age. Multiple regression analyses controlled for age, gender, education, depression, and dementia indicated that self-reported hearing loss (p = 0.03) was associated with an older subjective age, whereas no significant associations were observed for disability (p = 0.42) and self-reported visual loss (p = 0.18). Conclusions Hearing impairment, in contrast to visual impairment and disability, is associated with feeling older. These results are discussed in light of health consequences and age stigma carried by hearing impairment.

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Gilbert, Danni. "“It’s Just the Way I Learn!”: Inclusion from the Perspective of a Student with Visual Impairment." Music Educators Journal 105, no. 1 (September 2018): 21–27. http://dx.doi.org/10.1177/0027432118777790.

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This article describes the inclusive experience of a student with visual impairment in secondary band settings. Information obtained from students with visual impairments who have experienced active participation in school music ensembles may provide much-needed insight into instructional strategies that could improve inclusion. Many music educators believe they lack adequate resources and training in including students with visual impairments. Therefore, a deeper understanding of the experience of participating in secondary performing ensembles from the viewpoints of students can help guide the efforts of those involved in their music education.

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Cordente Mesas, David, Sixto González Víllora, and Onofre Contreras Jordán. "The design and efficiency of a physical education program to promote attitudinal changes towards people with visual impairments." Specialusis ugdymas / Special education 2, no. 37 (December 20, 2017): 79–132. http://dx.doi.org/10.15388/se.2017.2.

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The main goal of this study was to design, and confirm the efficiency of, a formative Physical Education program with the purpose of improving schoolchildren’s attitudes towards people who have a visual impairment. The participants were 910 students aged 9 to 13 years old from the region of Castilla-La Mancha (Spain). Participants simulated visual impairment during eight Physical Education sessions within the context of play and a sports-based learning environment. They completed an attitudinal questionnaire both pre and post the intervention. The author’s (2018) aim was to evaluate children’s attitudes toward both visual impairment and integrated Physical Education CAIPE-R (Block, 1995). Both a descriptive and comparative analyses, as well as ANOVA, were conducted. The results indicated a significant improvement in children’s attitudes toward those with visual impairment. Therefore, this program would be efficacious when applied in schools in the future in order to promote a better attitude toward inclusion.

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Jones, M. Gail, Amy R. Taylor, and Bethany Broadwell. "Concepts of scale held by students with visual impairment." Journal of Research in Science Teaching 46, no. 5 (May 2009): 506–19. http://dx.doi.org/10.1002/tea.20277.

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Filipčič, Tjaša, Maja Burin, and Bojan Leskošek. "TEACHERS' BELIEFS REGARDING TEACHING STUDENTS WITH VISUAL IMPAIRMENTS IN PHYSICAL EDUCATION." Kinesiologia Slovenica 27, no. 2 (September 13, 2021): 143–54. http://dx.doi.org/10.52165/kinsi.27.2.143-154.

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The purpose of a present study was to investigate the professional beliefs of Slovenian physical education teachers regarding the teaching of students with visual impairments in physical education. A selfadministered questionnaire was designed to examine teachers’beliefs. Participants, 131 Slovenian PE teachers, rated their professional beliefs on a fivepoint Likert scale. A factor analysis was conducted to examine the internal structure of the belief field. The results show that self-perceptions of their beliefs were complex and consisted of 7 factors, which together explained 33.7% of the cumulative variance. Teachers strongly believe that vocal information, colourful sports equipment, and tactical guides enable students with visual impairment to participate in physical education. Adapted methods, safety measures, and learning support assistants are also important, as is a positive attitude toward inclusion. The findings of the present study need to be incorporated into the future updating of PE teacher training programmes for teaching students with visual impairments.

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Miyauchi, Hisae. "A Systematic Review on Inclusive Education of Students with Visual Impairment." Education Sciences 10, no. 11 (November 22, 2020): 346. http://dx.doi.org/10.3390/educsci10110346.

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This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

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Rashiti, Minevere, and Kaltrina Zahiti. "Visual impairment in the mirrow of time." Bangladesh Journal of Medical Science 16, no. 1 (January 16, 2017): 10–12. http://dx.doi.org/10.3329/bjms.v16i1.31125.

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Visual impairment is one of the most severe sensory restriction of human being. Over the time the situation of visually impaired people changed as well as opportunities in education and tools to live a «normal» independent life. Blindman`s stick, guide dog as well as modern tools as monitors and mobile apps help visually impaired people to become as much as possible integrated in our society.Bangladesh Journal of Medical Science Vol.16(1) 2017 p.10-12

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Costa, José Aparecido da, Rosely dos Santos Madruga, Alexandra Ayach Anache, and Eladio Sebastian-Heredero. "Desafios e perspectivas do estudante com deficiência visual na educação superior: análise da produção científica." Revista on line de Política e Gestão Educacional 24, esp. 2 (September 30, 2020): 1118–36. http://dx.doi.org/10.22633/rpge.v24iesp2.14338.

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The inclusion of students with visual impairments in higher education has still been challenging for managers and teachers to ensure academic success. Despite the investment initiatives by the government, but they are still insufficient in the face of the difficulties of access and permanence of these students. Therefore, the objective of this work is to analyze research on access and permanence with an emphasis on Specialized Educational Assistance for students with visual impairments in the productions of the Special Education Journal of the Federal University of Santa Maria (UFSM) in the period from 2014 to 2019. We used a quantitative-qualitative analysis of the nature of reviewing scientific production in the journal in question, for this we work with the indicators of disability, visual impairment, higher education, access, permanence, specialized educational assistance and their combinations. The search resulted in 519 articles, of which only 39 address inclusion in higher education. 14 were selected for analysis, dealing with visual impairment, higher education, inclusion and permanence. We conclude that the number of visually impaired students in Higher Education has increased by more than 50% (fifty percent), that there is a set of legislation that favors inclusion, but the conditions, whether of resources/technologies or teacher formation, do not yet appear for its effectiveness, according to research. Specialized educational assistance, guaranteed by law, is not yet perceived as materialized. Publications are relevant for the creation of new policies, actions and strategies for the permanence of students with disabilities in higher education and specialized educational assistance according to their specificities, but it still need further study.

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Al-Tal, Suhair, Fuad AL-Jawaldeh, Heyam AL-Taj, and Lina Maharmeh. "Emotional Intelligence Levels of Students with Sensory Impairment." International Education Studies 10, no. 8 (July 30, 2017): 145. http://dx.doi.org/10.5539/ies.v10n8p145.

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This study aimed at revealing the emotional intelligence levels of students with sensory disability in Amman in Jordan. The participants of the study were 200 students; 140 hearing impaired students and 60 visual impaired students enrolled in the special education schools and centers for the academic year 2016-2017. The study adopted the descriptive Approach. To achieve the goals of the study, the researchers prepared an emotional intelligence scale consisted of 30 items distributed into four fields: emotional knowledge, emotion regulation, empathy, and social efficiency. The scale’s reliability and validity were verified. Results showed that the total degree of the emotional intelligence of the students with hearing impairment was low and it was moderate for the students with visual impairment. Additionally, results revealed statistical significant differences between the students with hearing impairment and students with visual impairment in all the fields in favor of the students with visual impairment.The study confirmed the necessity to encourage people with sensory disabilities to take part in well-prepared activities and programs that allow them to express their emotions freely as drawing, acting, music and others to develop their emotional intelligence.

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Gray *, Colette. "Training and the early years professional: understanding visual impairment." International Journal of Early Years Education 13, no. 1 (January 2005): 1–12. http://dx.doi.org/10.1080/09669760500048261.

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Jaarsma, Eva A., Rienk Dekker, Steven A. Koopmans, Pieter U. Dijkstra, and Jan H. B. Geertzen. "Barriers to and Facilitators of Sports Participation in People With Visual Impairments." Adapted Physical Activity Quarterly 31, no. 3 (July 2014): 240–64. http://dx.doi.org/10.1123/apaq.2013-0119.

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We examined barriers to and facilitators of sports participation in people with visual impairments. Participants registered at Royal Visio, Bartiméus, and the Eye Association were invited to complete a questionnaire (telephone or online). Six hundred forty-eight of the invited participants (13%) completed the questionnaire, and 63% of the respondents reported sports participation. Walking (43%), fitness (34%), and cycling (34%) were frequently mentioned sports. Costs, lack of peers/buddies, and visual impairment were negatively associated with sports participation, whereas higher education and computer (software) use were positively associated. The most important personal barrier was visual impairment; transport was the most important environmental barrier. Active participants also mentioned dependence on others as a personal barrier. The most important personal facilitators were health, fun, and social contacts; support from family was the most important environmental facilitator. To improve sports participation in people with visual impairments, the emphasis in a sports program should be on the positive aspects of sports, such as fun, health, and social contacts.

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Alves, Cássia Cristiane de Freitas, Gelse Beatriz Martins Monteiro, Suzana Rabello, Maria Elisabete Rodrigues Freire Gasparetto, and Keila Monteiro de Carvalho. "Assistive technology applied to education of students with visual impairment." Revista Panamericana de Salud Pública 26, no. 2 (August 2009): 148–52. http://dx.doi.org/10.1590/s1020-49892009000800007.

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K., SAMBATHRANI, and JAYASHREE S. "SPELLING ABILITY OF STUDENTS WITH VISUAL IMPAIRMENT IN HIGHER EDUCATION." i-manager’s Journal on Educational Psychology 12, no. 3 (2019): 42. http://dx.doi.org/10.26634/jpsy.12.3.15293.

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van Munster, Mey, Erin Weaver, Lauren Lieberman, and Katrina Arndt. "Physical Education and Visual Impairment: Collaborative Communication for Effective Inclusion." Journal of Visual Impairment & Blindness 109, no. 3 (May 2015): 231–37. http://dx.doi.org/10.1177/0145482x1510900309.

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Journal articles on the topic 'Education and visual impairment'

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