Tesi sul tema "Blind children"

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.<br>Master of Architecture

This study investigated lexical extension and overextension by three blind children, ages 1;8, 2;1 and 2;5, who had vocabularies of at least 50 words but did not yet produce two-word utterances. Theories of semantic development take it for granted that vision provides the child with access to a great deal of the information necessary for the development of meaning, including much of the knowledge about size, shape, and movement of referents. Through vision, the child is able to form concepts on which word meaning is based, and extend the domain of application of words from original referents by recognizing other instances of that word. Despite this, surprisingly little research has focused on semantic development by blind children. Results of the few relevant studies indicate that blind children rarely extend or overextend their words, and attribute this inability to either (1) a lack of experience with other similar referents, or (2) an inability to form categories that underlie lexical extension and overextension. The blind children were given objects to name during a play session. These objects were (1) new examples of an item the child already named, providing opportunity for the child to extend known words to proper, novel referents, or (2) members of a different nominal category, but differing from an item the child already named in one or two criterial features, thus providing opportunity for the child to overextend. Data on spontaneous extension and overextension was also collected through analysis of utterances produced during experimental sessions and reported in parental diaries. Results indicated that all children extended and overextended their words, both spontaneously and in experiments; visual impairment did not prevent the children from recognizing other exemplars of a referent, or from applying words they knew to objects similar to original referents but, on the basis of criterial features, members of other nominal categories. Performance during two sorting tasks indicated that the children did not have impaired ability to form categories—all three children displayed classificatory behaviour during the sorting activities.<br>Medicine, Faculty of<br>Audiology and Speech Sciences, School of<br>Graduate

There are very few studies on developmental patterns of play in blind children. Those studies which do exist suggest that their play is not only delayed but also different in both qualitative and quantitative terms. Study 1 of this thesis gathered descriptive, cross-sectional data on the spontaneously-emerging patterns of play behaviour in 16 ‘educationally blind’ children aged 1 year 4 months to 6 years. Study 2 extended Study 1 by gathering further play data and taking measure of concurrent developmental status, thereby allowing differences in play profiles to be related to both chronological age and current stage in cognitive, language, social, gross motor and fine motor development. All six categories of play commonly found in sighted children were observed in the group of blind children who participated in these two studies: creative, exploratory, constructive, functional, receptive and pretend play. However, frequency and duration of engagement varied between children and across age groups, reflecting both differences in individual developmental profiles and the affordances of the proffered toys.  Many of the play behaviours identified correlated significantly with scores on the developmental measures taken. Children with low scores on sensori-motor understanding, verbal comprehension and expressive language were significantly more involved in exploratory play, and less involved in collaborative, constructive and fantasy play. Although an association between gross and fine motor abilities and functional play behaviour might have been expected, no significant correlations were found with scores on either of the motor measures. In contrast, constructive play, rarely seen in the younger children, was significantly correlated with fine motor abilities, language and social skills. The first two studies observed the children playing mainly with toys which were typically available to them in their nursery/school, and it was noted that certain toys appeared to appeal more to the blind child and to engage them differentially. Study 3 was therefore designed i) to allow a comparative investigation of play patterns when ‘standard’ versus ‘blind-friendly’ toys were made available, and ii) to provide longitudinal comparative data over an 18 month period on the development of play in blind versus typically-developing young children. Four ‘educationally’ blind and 4 typically developing sighted children, matched for general cognitive status, and aged 3 to 6 years, played with toys, books and art materials which either had or lacked tactile, olfactory and musical features. The same 6 categories of play were examined. In all 6 categories, there were differences in play behaviour for both blind and sighted children when play took place under ‘standard’ or ‘blind-friendly’ conditions. The blind children typically performed less well in the ‘standard’ condition, producing less varied play, engaging with significantly less materials, and spending a greater length of time off-task than the sighted children. However, in the ‘blind-friendly’ condition these differences were not evident. Taken together, these findings suggest that the reported delays in the development of play in blind children may, in part at least, be due to the type of toys used in research studies or to the methods by which materials are presented to the children. Given the important role play is believed to have in development, the findings have implications for both educational practice and theories of atypical development.

My essay wants to explore the world of blind people, in particular of some blind and partially sighted children who I met during my internship at the Hollman Foundation in Padova. I will examine some important issues in special pedagogy that offer a possibility to educate men even in some impossible situations, despite of discouraging and impassable existing conditions. My work starts with the most intersting parts from “il principe cieco” , the tale of Rodari, which is well known to the Foundaion, because it underlines the idea of a constant challenge which I saw in the educators that I met, most of all when it seems there is nothing more to do. In fact, the character of Zerbino, personifyes the image of the educator that has the task to lead the prince towards his realization. He brings him behind the medical boundaryes, entering in a physical and psychological relationship with him. Zerbino intrudes upon the scene, revolutionizing medical diagnosis completely. He does not stop at first succeses, he goes behind Medoro’s disability and starts to educate his resources, changing them into a new opening towards the exterior. He sees the prince with his abilities and his lacks and does not stop at the goals which he reaches but keeps to dream what he can still achieve. This way, he creates a vital relationship that is fundamental for the education of the young prince, based on a descriptive language that is the connection between the young blind and the world outside. Zerbino becomes a reality mediator, as it should be for those that are responsable for the education of boys and girls with a sight deficit, creating a “teacher and student” relation which is based on responsability. It was that responsability that every one has, it was the way in which everyone of us decide to stay in front of others in an improved relationship, that inspired my work. Starting from the pure analysis of the eye and its functions, in normal situation and in blindness, I will analyze how learning language is, and in particular, I will analyze it refering to colors, with the strengthening of cognitive processes of our mind and the development of the other senses. The refinements of the tactile sense and the auditive one, help the development of everybody’s own autonomy and the function of the visual thinking, for the perceptive experience must be built gradually with the tactile and auditive exploration that are useful to stratify the images, as the verbal description is used just to reinforce the comprehension, helping the recognition of it. Then, I’ll explore the studying of colors, as to underline how important it is, for these children, the use of a multisensorial didactics in order to learn. Finally, it comes the analysis of a data collection to understand what perception they have of themselves and of the reality surrounding them. A simple music laboratory, for the color comprehension, will sum up all my experience about this internship at the Robert Hollman Foundation, where a group of children experienced the peception of colors thanks to emotions and sounds. To find ourself in front of someone who cannot see us, while we are buried in the cult of the image, can of course disorient us, confuse us, it can create some lack, some silence that we need to cover up in order not to hear it and not to see it. But the best approach to difference, is to recognize it as it is, and to consider it a resource. I conclude with a sentence from Simona Atzori, that sums up my work: "why do we need to identify ourself with what we do not have, instead of watching what we do have? Limits are not real most of times, they are just in the eyes of who is watching us."

Esta pesquisa teve como objetivo desenvolver material didático e lúdico de cunho inclusivo de uso comum na educação infantil para crianças cegas e videntes, tendo como premissa os objetos utilizados no estágio preparatório ao ensino do Braille - sistema de leitura e escrita para cegos. A partir do levantamento destes objetos e da observação de sua utilização prática no cotidiano do ensino através de estudos de caso realizados no Instituto Benjamin Constant e na Escola Especial Estadual Anne Sullivan, buscou-se identificar as dificuldades apresentadas pelas crianças neste processo de aprendizado para o desenvolvimento do novo produto. A experimentação do material desenvolvido em parceria com professores e seus alunos possibilitou que as impressões dos usuários fossem agregadas como orientação fundamental no processo de criação desse projeto de design.<br>This research had the goal to develop didactic and ludic equipment with inclusive perspective for common use in the childhood education for blind and non-blind children, having as background the didactic and ludic equipment used in the preparatory step for the learning of Braille - reading and writing system for blinds. Begining from listing the didactic equipment already used with the same purpose and observing its daily use in the routine of teaching during studies of cases in Instituto Benjamin Constant and Escola Especial Estadual Anne Sullivan, the author tried to identify the obstacles in the children learning process in order to develop the new product. The experimental use of the developed equipment among teachers and theirs students made possible to add the users impressions as fundamental guides in the criative process in this design project.

Inclusive education has increased in popularity over the last two decades. Inclusiveclassrooms consist of children from diverse backgrounds and with variousimpairments, with special educational needs. Children with special educationalneeds in vision require assistive tools to access visual information. Topics thatmake strong use of such information, e.g. geometry, can therefore be challengingfor children with visual impairments or blindness (VIB) as well as their teachers.Assistive tools like video magniers and physical objects in the shape ofgeometric gures are used to aid VIB in learning basic geometry. Researchershave investigated tools and applications to aid VIB in learning geometry byusing haptic or auditory feedback as well as combinations of these. However,the tools are often not created with considering the classroom environment. Tounderstand the situation and challenges of these two stakeholders (VIBs andtheir teachers) better, a preliminary questionnaire was conducted. Five participantsof each of the two groups lled out the questionnaires. A concept for anAndroid tablet application to convey pre-existing geometric shapes and theirannotations to VIB, using sound feedback and sonication was created andpartly developed in two incremental implementation phases. The shapes arerecreated on the tablet using elements like circles and paths and then enhancedwith sound feedback to guide VIB to the various elements. With an iterativedesign, the two prototype increments were evaluated. The rst evaluation wasan usability study. Using seven blindfolded, young adult participants, feedbackwas gathered on dierent combinations between sound, tactile, and vibrationfeedback, as well as the general usability of the application for an validation ofthe approach. Each participants was presented the dierent approaches in anotherorder. For each approach, they were asked to explore three basic geometricshapes and then, without blindfold, draw these shapes. The time for applicationinteraction was measured and overall observation notes were taken. After eachapproach a short questionnaire was given to the participant. Another longerquestionnaire was conducted after all approaches were tested. It was foundthat sound feedback alone is not sucient in precisely conveying the geometricshapes to the users. However, combined with tactile objects to mark positionsof vertices on the screen the result improved signicantly and this approach wasfavored by the participants. The usability of the application is good but hasroom for improvement. A study was conducted with two teachers as expertslater on with the second prototype version. Two teachers with several yearsof experience teaching geometry to VIB in inclusive settings were interviewedconcerning the expected usability of the application for VIB and in the classroom,as well as general challenges and possibilities of including the applicationinto geometry lectures. As the teachers were located in Germany, they weresent a video demonstrating the application. One interview was conducted overemail while the other was conducted over Skype. The only challenges identiedare the media anity of teachers and the reliability of technology. VIB are notexpected to face challenges in utilizing the application and teachers could havemore freedom in the geometric shapes they present to their class.

Current sociological research argues that children are social actors in their own right, and are capable of using race when explaining their social worlds. It is also argued that in order to examine how racial ideologies are produced and reproduced, we must look at day-to-day events as the arena where ideologies are learned and lived. In order to examine if children in the 21st century reproduce and perpetuate racist ideologies, I analyze 44 interviews with white and non-white middle school children from a small southeastern city. My results indicate that middle school children share racial stereotypes that reinforce racism. More importantly, in applying Eduardo Bonilla-Silvaâs conceptual framework of color-blind ideology, my findings suggest that although many of the respondents in this sample expressed equality rhetoric, their statements end up justifying racial inequality. The implications of color-blind ideology are discussed.

Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997)ha ve updated the issue of the similarities between autism and congenital blindness. In the pre­ sent paper the empirical evidence in favor of the existence of autistic-lik features in the lan­ guage of blind children is reviewed. and new data from the author's research, are offered. The following topics are examined: (a) The use of personal pronouns, (b) the use of imitations and formulaic speech, (e) the egocentric use of speech, and (d) the capacity for iniciating conver­ sations and for conversational contingency. The analysis puts into question the similarity bet­ ween blind children and autistic children, and seems to disconfirm Hobson 's theory.<br>Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997) han investigado la similitud entre el autismo y la ceguera congénita. En este artículo se revisa la evidencia empírica a favor de la existencia de rasgos autistas en el lenguaje de los niños ciegos de nacimiento, a la vez que se aportan nuevos datos de investigaciones del autor. Se centra el interés en (a) el uso de los pronombres personales, (b) el uso de imitaciones y habla formuláica, (c) el uso egocéntrico del lenguaje, y (d) la capacidad de iniciar conversaciones y de contingencia conversacional. El análisis pone en cuestión la supuesta similitud entre los niños ciegos y los autistas, además parece refutar la teoría de Hobson.

Thesis advisor: Susan M. Bruce<br>The effects of deafblindness are much greater than simply combining the effects of the individual’s vision loss with the effects of their hearing loss, because these senses strongly support one another (Silberman, Bruce, &amp; Nelson, 2004). Even though most individuals have some residual vision and hearing, deafblindness limits access to the environment, resulting in a distorted perception of the immediate surroundings (van Dijk, Janssen, &amp; Nelson, 2001). The implications greatly limit the individual’s opportunities for incidental learning and significantly impact the individual’s language and communication development (Bruce, 2005; Miles &amp; Riggio, 1999). For children with deafblindness, there is a strong connection between literacy and communication, since engaging in accessible literacy activities can support learning and communication development (Downing, 2005b). When understood as exchanging information with others in a variety of ways based on personal experiences, literacy has inherent communicative and social components (Bruce et al., 2004). This qualitative research study investigated how teachers were implementing read alouds for children with congenital deafblindness, as well as teacher’s understandings regarding the relationship between communication and literacy for individuals with deafblindness. Three case studies were conducted, followed a cross-case analysis to determine prominent themes that emerged from the observation, interview and field note data. Results included the emergence of themes related to teacher beliefs, instructional strategies and the learning environment across cases. The major theme that emerged for teacher beliefs was a shared understanding of the connection between communication and literacy for children with deafblindness, and the minor theme was comprehensive understanding of deafblindness. Major themes that emerged for instructional strategies were the use of total communication with different levels of representation, communication modeling, and positive reinforcement, as well as the minor theme of formative assessment. Finally, for the learning environment, a major theme of adapted materials emerged, as well as a minor theme of technology<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

Thesis (Ph.D.)--University of Western Sydney, 2009.<br>A thesis presented to the University of Western Sydney, College of Health and Science, School of Biomedical and Health Sciences, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Home programs are widely used by occupational therapists as a strategy to address health and development needs of children with cerebral palsy. Experts believe they are essential. Despite wide-spread clinical use there is no high quality research evidence proving home program effectiveness. Further there is no information that provides a parent perspective on home programs. The aim of this research was to evaluate the effectiveness of occupational therapy home program intervention for school-aged children with cerebral palsy and identify factors perceived to be important in home program practice from a parent perspective. A double blind randomised controlled trial design was used to evaluate effectiveness, where parents and evaluators were blinded to intervention. Children were randomised to three groups, home program intervention for eight weeks (“8WEEKS”), home program intervention for four weeks (“4WEEKS”), and a control group, that did not receive home program intervention (“NoHP”). The primary end-point was change in performance of functional activities and satisfaction with function as measured by the Canadian Occupational Performance Measure (COPM), after eight weeks. Secondary endpoints were change in COPM scores after four weeks, goal achievement at four and eight weeks as measured by Goal Attainment Scale (GAS), quality of arm movement at four and eight weeks measured on the Quality of Upper Extremity Skills Test (QUEST) and participation levels at four and eight weeks measured on the Children’s Assessment of Participation and Enjoyment (CAPE). Parent experience was explored through semistructured interviews of parents who participated in the home program trial. Content analysis of interview data was conducted to the level of “open coding” to identify factors. Results for the primary outcome measure at the primary end point (eight weeks) - Effect of an 8WEEK or 4WEEK home program on COPM scores: comparison between the three groups was conducted using a linear regression model with baseline COPM performance/satisfaction scores, participant age and severity of cerebral palsy as measured by the GMFCS entered into the model as covariates. Overall, there were statistically significant and clinically important differences in performance of activities and satisfaction with function on COPM when comparing either home program group to the NoHP group at eight weeks. There was no difference between 4WEEKS versus 8WEEKS on COPM performance or satisfaction scores at eight weeks. Results on secondary outcome measures: compared to NoHP, receiving a home program for either 4WEEKs or 8WEEKs increased COPM performance scores and GAS measures at four weeks, and increased COPM performance and satisfaction scores, GAS measures, and QUEST scores at eight weeks. There were no differences within or between groups on the CAPE at either four week or eight weeks. There were no statistically significant between-group differences between the 4WEEK and 8WEEK home program groups on any secondary outcome measures. This was most likely the result of a protocol implementation flaw that occurred in the study where 4WEEK group participants continued program activity for the final four weeks when they should have suspended it. Parents perceived their experience of implementing home programs as characterised by five features: 'guidance for the journey', practice makes perfect, they were a necessary 'way of life', they maximised progress and something that made it easier to juggle competing demands. Positive home program experiences were characterised by: support, realistic expectations, flexibility, motivation from goals, activities that translated to real-life, reminders to practice, progress updates and role clarity. Parents advised other parents to: accept the disability, never refuse help, be honest, consider home programs essential, develop routines and view programs as a way of improving the child and parents’ life. No negative experiences were reported. Parents advised professionals that they wanted: support, interdisciplinary co-ordination of programs, advice without pressure and prognostic guidance for future planning. This dissertation presents new information about occupational therapy home programs. Until this study, there was little research evidence to inform therapist or parent decision-making regarding the therapeutic value of home programs or the parent perspective on home programs. Findings from this dissertation can inform clinical practice and parent decisions regarding the use of home program interventions for children with cerebral palsy.

Empatiträning i form av simuleringsövningar är en frekvent använd metod inom psykologin. Effekterna av den ger dock motstridiga resultat på ökningen av empatin. Den här undersökningen testade om flickor har högre empati än pojkar, om empati går att öka med övningar samt om det finns ett samband mellan välmående och empati. Övningarna inbegrep bland annat simulering av blind- och dövhet samt forumspel om mobbning. Deltagarna fick före och efter övningarna svara på en enkät som analyserades kvalitativt och kvantitativt. Deltagarna var 74 skolbarn, 11-13 år, och övningarna genomfördes av Svenska kyrkan. Resultatet visade ingen effekt av övningarna på empati. Flickorna hade högre empati än pojkarna. Det fanns ett positivt samband mellan välmående och empati. Författarna föreslår utbildning inom funktionsnedsättning som ett komplement till övningarna samt vidare forskning i barns, speciellt pojkars, välmående och trivsel relaterat till empati.

Orientador: Roberto Alcarria do Nascimento<br>Banca: Cassia Leticia Carrara Domiciano<br>Banca: Fatima Ines Wolf de Oliveira<br>Resumo: O brinquedo é um objeto lúdico que a criança utiliza durante boa parte da sua infância, proporcionando-lhe um desenvolvimento por meio de desafios e descobertas, representando, portanto, um elo importantíssimo entre a criança e o aprendizado. O designer tem um papel fundamental quando projeta um brinquedo. Ele deve ter a consciência de que desenvolve uma ferramenta de auxilio na formação de uma mentalidade dinâmica e criativa, além de construir um artefato que transmita prazer, alegria e satisfação. Entretanto, quando a criança não enxerga o produto, torna-se complexa a maneira de compreender como se projetar um brinquedo para este tipo de usuário. É nesta questão que se atem este trabalho, que visa relacionar três pontos: o design de brinquedos e a deficiência visual; com o intuito de apontar características que sejam fundamentais na elaboração de um projeto de brinquedos para crianças não videntes. Desta forma, espera-se que esta pesquisa sirva como parâmetro para futuros projetos de brinquedos<br>Abstract: Toy is a playful object that the child uses during a big part of the childhood, providing the child a growth through challanges and discoreries, representing a very important link between the child and learning. The designer has an important role when designing a toy. He must be aware that the develops a helping tool in the formation of a creative and dynamic mentality and besides creating an article that shows pleasure, happiness and satisfaction. However, when the child cannot see the product, the way of understanding how to design a toy for this kind of user becomes complex. That is the thing this jobs is focused on, the aim to relate three points: the universal design, toys design, and sight deficiency in order to help show characteristics that are basic to elaborate of toys project to kids that cannot see. By doing this we hope that this research can be helpful as exemple to future toys projects<br>Mestre

An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how Teachers of the Visually Impaired (TVI) and primary caregivers construct the idea of school readiness for children who are blind and use braille as their primary learning medium. This research will examine current practice in relation to the Head Start Early Learning Outcomes Framework and the Expanded Core Curriculum. Grounded in the Ecological and Dynamic Model of Transition the research will situate the whole child within natural contexts to identify supports for successful transition to public school. Qualitative research design will use permanent product review, including Individual Family Service Plans and Individual Education Plans to identify themes of current practice. Identified themes will be verified through semi-structured interviews with key stakeholders to better understand school readiness for children who are blind.

This thesis is intended to impact positively on our ability to understand and describe spatial awareness of children who are blind by investigating children’s explanations, understanding, feelings and coping strategies in their use of space in their everyday experience. It examines whether children who are blind are capable of providing reliable information that informs our knowledge of how they perceive space and how they achieve spatial understanding. The thesis also examines whether children’s voices inform the ideas, the theoretical perspectives and the positions adopted by researchers over the years that are found in the literature, in this complex field. The results are discussed in terms of their implications for the theoretical understanding of children’s experience of spatiality and the diversity of environmental circumstances to which they need to adapt. The results are also discussed in terms of their implications for practice by providing practitioners with theorized evidence of practice that supports the effective learning. Taken together, the evidence suggests that children who are blind are able to verbalize their knowledge about spatial relationships using a wide range of sensory and cognitive strategies and demonstrating a sophisticated understanding of space; thus suggesting that cognitive experiments may not be the only way to study spatial processing in children who are blind.

This study investigates the acquisition of English in a nine year old totally blind student (Amanda) who has English-as-a Second Language (ESL). The study demonstrates the intricate relationship between language and interactive experiences. This case study will show the contrast in expressive language before and after a transition into a grade four class. In this classroom, Amanda was expected to participate and interact with her teacher and classmates. Data was collected on videotapes from I960-1967 and language samples were recorded from 1966-1990. Additional testing was also used to determine post transitional development. Language samples were analyzed and results of pre and post means of Mean Length of Utterance, Complete Sentence Usage, Function Word Usage, Braille Letter Recognition, and Braille Writing were determined. Results indicated that significant improvement occurred in Amanda's expressive language following transition into the grade four classroom.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Esta dissertaÃÃo à fruto de um trabalho conjunto de dois pesquisadores pertencentes ao mesmo grupo de pesquisa em adaptaÃÃes na matemÃtica: um com formaÃÃo em MatemÃtica, e a outra com especializaÃÃo em psicopedagogia e graduaÃÃo em Letras. Ambos os pesquisadores acompanharam duas crianÃas cegas durante o perÃodo de um ano, entre marÃo de 2016 e marÃo de 2017, tendo como motivaÃÃo inicial analisar as soluÃÃes de algumas questÃes de matemÃtica, com gravuras, de exames de seleÃÃo do ColÃgio Militar de Fortaleza (CMF). Justifica-se a escolha do exame do CMF pelo fato do grau de dificuldade das questÃes, usadas como parÃmetro pelos pesquisadores com fins distintos do estudo aqui abordado. O docente de matemÃtica atua no tocante à anÃlise da soluÃÃo de problemas propostos. A pesquisadora investiga as formas como as crianÃas cegas realizam a leitura e a interpretaÃÃo, com adaptaÃÃo das figuras /imagens das questÃes para o Braille, observando se a comunicaÃÃo està sendo ativa. Por sua vez, visando uma aprendizagem de conteÃdos de maneira mais objetiva, os assuntos figuras geomÃtricas planas, medidas de comprimento, de superfÃcie e de volume sÃo observados, diante de textos que englobam contextos matemÃticos. Com efeito, sÃo conteÃdos que as crianÃas estudam no ano letivo na escola onde estÃo incluÃdas. Ao docente da escola regular foi solicitada a elaboraÃÃo de questÃes para realizaÃÃo de teste de aprendizagem, pois se estÃo incluÃdas as crianÃas, tÃm direitos e deveres, enquanto discentes, idÃnticos aos demais. Por conseguinte, como objetivo geral, a pesquisa visou analisar as dificuldades encontradas por discentes cegos, na disciplina de MatemÃtica, no sexto ano do ensino fundamental, incluÃdos em uma escola regular, em relaÃÃo à leitura e interpretaÃÃo de situaÃÃes problemas, trata, portanto, do Ãngulo de visÃo (da observaÃÃo) da pesquisadora com formaÃÃo em Letras. Utiliza, como metodologia, o mÃtodo Van Hiele (1985) adaptado por BrandÃo (2010) e aperfeiÃoado por Lira e BrandÃo (2013). Uma das principais conclusÃes desta pesquisa està no fato de mostras que uma das dificuldades em resolver problemas que envolvem figuras geomÃtricas està na forma como o enunciado das questÃes à elaborado, ficando muito atrelado Ãs figuras ou desenhos.<br>This dissertation is the result of a joint work of two researchers belonging to the same research group in adaptations in mathematics: one with a degree in Mathematics, and the other with a specialization in psychopedagogy and graduation in Literature. Both researchers followed two blind children during a period of one year, between March 2016 and March 2017, with the initial motivation to analyze the solutions of some Mathematical Matters, with engravings, of the Military College of Fortaleza (CMF) ). It is justified the choice of the CMF exam because of the degree of difficulty of the questions, used as a parameter by the researchers for purposes other than the study discussed here. The mathematics teacher acts in the analysis of the solution of proposed problems. The researcher investigates the ways blind children read and interpret, with adaptation of the figures / images of the questions to Braille, observing if the communication is being active. On the other hand, aiming a learning of contents in a more objective way, the subjects flat geometric figures, measures of length, surface and volume are observed, in front of texts that encompass mathematical contexts. In fact, they are contents that the children study in the academic year in the school where they are included. The teacher of the regular school was asked to elaborate questions to carry out a test of learning, because if children are included, they have rights and duties, as students, identical to the others. Therefore, as a general objective, this dissertation aims to analyze the difficulties encountered by blind students in Mathematics, in the sixth year of elementary school, included in a regular school, in relation to reading and interpretation of problem situations, Of the angle of vision (of the observation) of the researcher with formation in Letters. It uses, as methodology, the work of Van Hiele (1985) adapted by BrandÃo (2010) and perfected by Lira and BrandÃo (2013). One of the main conclusions of this research is that it shows that one of the difficulties in solving problems involving geometric figures is in the way the statement of the questions is elaborated, being closely linked to the figures or drawings.

Landau and Gleitman's experiments investigating a blind child's meaning for look, as it applied to herself, were replicated with a three year old boy who was totally blind, and had no concomitant disorders. Several commands to look were presented within informal play sessions. Responses to the look commands were compared with responses to instructions to touch, listen and taste. Experiments were video recorded for subsequent analysis. It was found that the blind child associated the haptic perceptual modality with the visual verb, in that an instruction to look at an object elicited manual exploration of the object. His meaning for look was distinct from his meanings for the other perceptual verbs. These findings were consistent with Landau and Gleitman's findings. Landau and Gleitman's interpretation, of how a blind child's mastery of visual terms bears on the word/meaning mapping problem, is critically discussed.<br>Medicine, Faculty of<br>Audiology and Speech Sciences, School of<br>Graduate

Made available in DSpace on 2014-06-11T19:28:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-25Bitstream added on 2014-06-13T20:36:57Z : No. of bitstreams: 1 kamisaki_ms_me_bauru.pdf: 1965161 bytes, checksum: fdc98995bcad70bb38d9defceda13104 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O brinquedo é um objeto lúdico que a criança utiliza durante boa parte da sua infância, proporcionando-lhe um desenvolvimento por meio de desafios e descobertas, representando, portanto, um elo importantíssimo entre a criança e o aprendizado. O designer tem um papel fundamental quando projeta um brinquedo. Ele deve ter a consciência de que desenvolve uma ferramenta de auxilio na formação de uma mentalidade dinâmica e criativa, além de construir um artefato que transmita prazer, alegria e satisfação. Entretanto, quando a criança não enxerga o produto, torna-se complexa a maneira de compreender como se projetar um brinquedo para este tipo de usuário. É nesta questão que se atem este trabalho, que visa relacionar três pontos: o design de brinquedos e a deficiência visual; com o intuito de apontar características que sejam fundamentais na elaboração de um projeto de brinquedos para crianças não videntes. Desta forma, espera-se que esta pesquisa sirva como parâmetro para futuros projetos de brinquedos<br>Toy is a playful object that the child uses during a big part of the childhood, providing the child a growth through challanges and discoreries, representing a very important link between the child and learning. The designer has an important role when designing a toy. He must be aware that the develops a helping tool in the formation of a creative and dynamic mentality and besides creating an article that shows pleasure, happiness and satisfaction. However, when the child cannot see the product, the way of understanding how to design a toy for this kind of user becomes complex. That is the thing this jobs is focused on, the aim to relate three points: the universal design, toys design, and sight deficiency in order to help show characteristics that are basic to elaborate of toys project to kids that cannot see. By doing this we hope that this research can be helpful as exemple to future toys projects

The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.

Eye conditions associated with visual impairment and blindness in children, such as congenital cataract, can lead to long lasting visual problems if treatment is delayed. There is need to determine which method can be more effective in identifying blind and visual impaired children. In this study, two methods of identifying blind and visual impaired children (using key informants versus using health surveillance assistants) were compared in a randomised community study conducted in three districts in Southern Malawi. The ministry of Health was advocating for the training of Health Surveillance Assistants (HSAs) in primary eye care, which included case detection and refer of blind and visually impaired children; and the alternative was the training of key informants (KIs). The study was done to compare the effectiveness of the two methods of case identification and to provide guidelines on optimal approaches of identifying blind and severely visually impaired children in Malawi. Twelve clusters (group of villages) were selected, and six were randomly assigned to each group. After training in case identification and referral, Key informants and Heath surveillance assistant identified children from the clusters, within a six-week period, and the number of blind and visual impaired children identified in each group was determined and compared. In total, 159 Key informants and 151 Health Surveillance Assistants were selected and trained, and they identified 550 children with eye problems, among whom, after examination, only 15.1 % were blind or severely visually impaired. Key informants identified one and half times more blind/severally visual impaired children than HSAs (37 vs 22).The prevalence estimates of blindness among children identified by KIs was 3.3 per 10,000 (95% CI 2.7-3.9), while the prevalence estimates of blindness among children identified by HSAs was 1.9 per 10,000 (95% CI 1.3-2.5).The difference was statistically significant (P=0.03), but overall the number of children identified by both groups was lower than was the expected from prevalence estimates of 8.0 per 10,000. False positives between HSAs and KIs were comparable, with 68.8% of children identified by HSAs as blind, confirmed blind on examination, in comparison to 72.5% of children identified by KIs, also confirmed as blind on examination. Cortical blindness seconded by cataract were the commonest causes of blindness. In conclusion, Keys informants were more effective than Health Surveillance assistants in identifying blind and visually impaired children in Malawi, and this study supports and confirms findings from other areas.

Orientation and mobility (O&M) is a key domain within the expanded core curriculum (ECC) of skills for children who are blind or have low vision. Although the O&M profession in Australia was established in the 1970s, children have historically been denied opportunities to learn long cane mobility techniques at a very young age. This study explores the development of O&M intervention with children in Australia, discussing the influence of philosophies and pedagogies emanating from both the United Kingdom and the United States. O&M intervention, including long cane mobility, is examined from the perspectives of children, parents and vision education teachers within an Australian early childhood education context. The presentation of individual experiences and stories are rare within the O&M literature, and this study provides new understandings as to how O&M within the early childhood context is perceived and understood. Using an interpretive interactionist approach, which draws heavily on symbolic interactionist theory, the study captures the experiences and perspectives of fifteen participants toward early intervention O&M. Data were gathered from semi-structured interviews, with children’s written stories, archival video and document material used to support thematic findings. Findings indicate that, for parents and teachers, perspectives toward O&M intervention changed over time as young children demonstrated competent and responsible long cane mobility techniques. The long cane was seen as a natural extension of the child’s body, allowing independent access to all areas of learning and full participation in family life. Teachers and parents identified the importance of professional cooperative action in developing a shared language and goals supportive of O&M intervention, which subsequently extended into children’s inclusive education settings. The findings indicate that early O&M intervention can facilitate current Australian early childhood education learning outcomes, and is an essential domain within the early childhood ECC. The study also suggests the O&M profession look toward new ways of understanding how individuals who are blind perceive and travel through their world.

In recent years, concern about a new epidemic of retinopathy of prematurity (ROP) has focused attention on the increasing incidence of the disease and the factors responsible for its most severe consequences. Two studies designed to address these issues were done using data from three sources: the B.C. Health Surveillance Registry (Registry), Physicians's Notices of Livebirth (PNOB), and the Vancouver General Hospital (VGH). In the first study, Registry and PNOB records were used to determine crude annual birth weight-specific incidence rates for ROP in infants liveborn in the Province of British Columbia (B.C.) in the period 1952-1983. These rates showed that, in B.C., the original epidemic of the disease ended in 1954. Linear regression lines fitted for each of four birth weight categories showed that, in the 29 year period after 1954, there was a significant increase in the incidence of ROP-induced blindness in infants weighing less than 1000 grams at birth. To refine this observation, the data were sub-divided: the 29 year period, to two smaller periods, 1955-1964 and 1965-1983; the less than 1000 gram birth weight category to two sub-categories, 500-749 and 750-999 grams. Since the inter-period incidence should have been similar if the birth weight-specific incidence had not changed since the end of the original epidemic, the crude weight-specific rates for ROP-induced blindness in the early period were used to calculate the expected number of cases in the later period. When weight-standardized incidence ratios (SIR's) and 95% confidence limits were calculated, the results showed that, in the 750-999 gram sub-category, the SIR was significantly increased. Infants born in the period 1965-1983 were 3.07 times more likely to be ROP: blind than their equal weight counterparts in the earlier period. In infants weighing 500-749 and 1000 grams or more, there was no evidence to suggest an increase in incidence after 1954. The second study was done to determine the cofactors that differentiate infants who are blinded by ROP from those who are not. Infants were included if (i) they were born in B.C. between 1955 and 1983, (ii) they were known to the Registry as being ROP: blind (cases) or not blind (controls), and (iii) they were born in or admitted to the VGH within 28 days of birth. When the data from all three data sources were dichotomized and analyzed using univariate techniques, two variables, respiratory distress syndrome (RDS) and neonatal weight loss, showed a significantly protective effect. The effect of RDS disappeared when the data were stratified by birth interval indicating that the observed association was confounded by time. When the variables were reanalyzed in continuous form, none were significantly associated with visual outcome. However, since the power of the cofactor study was extremely low, none of the variables that were included can be eliminated as potential cofactors for the induction of blindness in infants with ROP.<br>Medicine, Faculty of<br>Population and Public Health (SPPH), School of<br>Graduate

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A aquisição da linguagem de crianças surdocegas constitui uma temática carente em pesquisas, especialmente de trabalhos que abordem a relação sujeito-linguagem. Desta forma, a relação da criança surdocega com linguagem compõe pontos cruciais de reflexão nesta dissertação, tendo em vista que são questões para as quais ainda não dispomos de dados suficientes para que possamos elucidar. Assim, a presente pesquisa tem por objetivo geral refletir sobre a aquisição da linguagem de crianças surdocegas a partir do discurso de mães e de professores, bem como a partir de práticas escolares, à luz da Perspectiva Linguística de Cláudia de Lemos que implica a hipótese do inconsciente. Os objetivos específicos são: analisar a aquisição de linguagem de crianças surdocegas a partir do discurso de mães e de professores; analisar a influência da escola na aquisição da linguagem da criança surdocega, e na relação mãe-filho, e analisar os construtos teóricos que fundamentam práticas pedagógicas, especificamente, de linguagem adotada por professores. Para tanto, realizamos entrevistas semidiretivas com 4 mães e 2 professoras de surdocegos. As análises dos dados indicam que a interação mãe-filho surdocego envolve questões de aceitação, de adoção, de se ver como semelhante, consequentemente, interfere na relação da criança com a linguagem, uma vez que, para ser imersa no simbólico depende do Outro. Os professores participantes da pesquisa parecem ancorar em construtos teóricos que dificultam abordar a relação criança surdocega, sujeito e linguagem. A análise da interação professor-aluno permite-nos inferir que é essencial pensar em uma concepção de linguagem que inclua o corpo capturado pelo efeito de linguagem, um corpo que insiste em falar e que pede interpretação, deslocamento de sentido, principalmente, no caso crianças surdocegas<br>The acquisition of language by deaf-blind children constitutes an area in need of further research, especially of studies that examine the subject-language relationship. Thus, the deaf-blind child&#8223;s relationship with language comprises crucial points of consideration in this thesis, given that there are questions for which we still lack sufficient data to elucidate. Therefore, the present study aims to reflect on the acquisition of language by deaf-blind children through discourse with mothers and teachers, as well as through school practices and the expertise of Cláudia de Lemos, who points out the hypothesis of the unconscious. Specific objectives include the following: to analyze the acquisition of language by deaf-blind children from discourse with mothers and teachers; analyze the influence of the school and the mother-child relationship in the acquisition of language by deaf-blind children; and to analyze the theoretical constructs that serve as the basis of pedagogical practice, specifically, the language adopted by the teachers. Moreover, we conducted semi-direct interviews with 4 mothers and 2 teachers of deafblind children. The analyses of the data indicate that the interaction between the mother and deaf-blind child involves questions of acceptance, of adoption, of whether the child is seen as similar, and consequently interfere with the child&#8223;s relationship with language in the event that the relationship depends on the symbolism of the Other. The teachers participating in the study appear anchored to theoretical constructs that address the difficult relationships: deaf-blind child, subject, and language. The analysis of teacherstudent interaction allow us to infer that it is essential to conceive of language as including the body captured by the effect of language, a body that insists on talking and that asks for interpretation, displacement of meaning, principally in the case of deafblind children

The purpose of this study was to explore the factors that have influenced successful participation in physical activity of school-aged children and youth who are blind or visually impaired. Data for this study were gathered through analysis of the personal narratives of four blind, physically active young adults (one active adult and three competitive athletes) as they reflected on key childhood and youth experiences that positively influenced their participation in physical activity. Using a socio-ecological framework, the study sought to map out, in detail, the individual and interconnected factors (e.g. family, teacher, peer attitudes) that influenced success within and across three different environments (family, school and community). The results found common themes across participant narratives indicating identifiable success factors related to the family and school environments. While individual themes emerged related to the community environment, they did not recur across the participant narratives. Interconnections among the three environments were similarly evident in individual participant narratives, but no recurring themes were found for this across participant narratives. Taken as a whole, the results present a holist perspective of the complex web of factors that have helped craft successful experiences and foster continued participation in physical activity for the individuals in this study.

Afghanistan has one of the highest infant mortalities in the world, and pneumonia is one of the main killers. Moreover, Dietary intake of vitamin D is low and exposure to sunlight is limited due to widespread use of Burqa by women. Two studies in Ethiopia and India suggest that vitamin D deficiency may substantially increase the risk of severe pneumonia among children under-5. Thus a randomized controlled trial was conducted to assess effects ofvitamin Don the incidence of pneumonia. The study was conducted on 3046 children aged 1-11 months (approximately 1500 per arm), in Kabul, Afghanistan. Intervention group was given quarterly 100.000 IU vitamin D (6 doses in total), and control arm received placebo (olive oil). Active and passive surveillance of pneumonia was done for 18 months. Time to the first episode in the Vitamin D group was compared to that in the placebo group using log rank tests and proportional hazards models. The incidence rate ratio for the episodes of pneumonia was calculated using Cox proportional hazard models. Vitamin D had no effect on the incidence of first or only episode of x-ray confirmed pneumonia (RR= 1.06, 95% CI: 0.89- 1.27; p=0.47). The incidence of repeat episodes of xray confirmed pneumonia was higher in the vitamin D group (RR=1.68; 95% CI: 1.28 - 2.21; p <0.00 1 ). Infants 6-12 months old had a higher incidence of pneumonia compared to those <6 months old (RR=2.01; 95% CI: 1.12- 3.63). Children of fathers without any formal education had a higher incidence of repeat episodes of pneumonia compared to children of fathers having any formal education (RR=1.67, 95% CI: 1.20- 2.29). Vitamin D supplementation is not useful to reduce the incidence of pneumonia in children. The effective implementation of measles, OPT, Hib, and pneumococcal vaccines, and IMCI guidelines remain the key strategy to reduce the burden of pneumonia in Afghanistan.

This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.

Dissertation (DPhil)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: The aim of this study was to develop a HIV intervention programme tailored for South African adolescents with visual impairments. A further aim was to pilot and evaluate this tailored programme. This investigation was deemed necessary in the light of the growing HIV pandemic in South Africa, which has proliferated over the last 10 years. Adolescents and young adults are among the most vulnerable to HIV infection, and this does not exclude adolescents with visual impairments. Despite the perceptions among sighted people of asexuality in adolescents with visual impairments, they are a vulnerable group for HIV infection. The motivation for this study is the fact that very little literature is available on HIV/AIDS and people with visual impairments, and that this vulnerable group is marginalized in HIV/AIDS campaigns internationally. As far as we could ascertain, there have been three HIV prevention initiatives for people with visual impairments in South Africa, none of which was fully researched and evaluated, and all of which used existing generic interventions but transcribed into Braille and large print format. The reality is, many adolescents with visual impairments, as is the case with sighted youths, are sexually active, and the absence of research on HIV prevalence and HIV prevention needs in this sector, is conspicuous. An urgent need exists to tailor HIV preventative programmes for this vulnerable sector. The dearth of research on HIV/AIDS and people with visual impairments motivated the choice of a key informant study to investigate the effects that HIV/AIDS and other concomitant issues have on persons with visual impairments, prior to the design of any intervention. A purposive sample of key informants who are working among people with visual impairments on a daily basis, most of whom had visual impairments themselves, was selected. Information gathered from the key informant study was combined with the lessons from a review of available literature on health promotion programmes and HIV prevention programmes in particular to develop an HIV/AIDS intervention programme to be piloted and evaluated for its effectiveness. The design of the programme took account, in addition, of broader contextual issues such as power and gender issues, and the marginalization and stigmatization of disabled people. The theoretical framework which forms the basis of the programme was informed by elements of a number of cognitive theories in the health promotion field, and especially the Informational-Motivational-Behavioural model (IMF). The programme was designed to empower participants and to create an environment of reallife experiences in which they could acquire important negotiation skills, decision-making skills, and practical skills to use condoms and HIV/AIDS knowledge to facilitate attitude and behaviour change. The next objective of this research was to implement the intervention programme of eight sessions designed for adolescents with visual impairments and to investigate the outcome on participants in this study. For this purpose an experimental design, one experimental group and three control groups (n= 56), not randomly assigned, was used to test the effect of the programme on participants in the intervention group compared to the control groups, who received a health promotion programme of four sessions. All participants were learners at the only two schools for learners with visual impairments in the Western Cape Province of South Africa, and they were allocated into treatment or control conditions on the basis of the school grades in which they were already placed. The empirical investigation utilized a questionnaire that was developed and transcribed into Braille as well as large print. Following a small pilot study, the questionnaire was finalized and administered to all four groups (pre-test, to determine baseline differences; post-test, to determine the immediate effect of the programme; and follow-up [3 months later] to determine longer term effectiveness). An analysis was done to assess the internal consistency of the measuring constructs of the questionnaire, and satisfactory internal consistency was found, with Cronbach’s alpha scores ranging between 0.72 and 0.92. Quantitative data were analyzing using multivariate techniques, beginning with a repeated measures MANOVA analysis and, once an overall significant F ratio between variables, time and groups (F=2.009, p<0.05); a significant F ratio between groups and variables (F=4.211, p<0.01), and significant F ratio between time and groups (F=2.611, p<0.01), had been found, we continued with more focused analyses. Baseline results revealed no statistical differences between the four groups. There were statistically significant improvements in knowledge of HIV/AIDS for both the experimental group and two of the control group, but these differences were not maintained at follow up. Significant differences in attitudes towards HIV/AIDS were found for the experimental group and for one of the control groups. Though there were significant changes in both knowledge and attitudes, therefore, it cannot be claimed that the intervention itself was responsible for knowledge and attitudinal change. There was some evidence for diffusion of innovation in terms of HIV knowledge from the experimental group and the control group situated at the same school. Changes in reported HIV risk behaviour were not recorded to a significant degree, a fact which may have been attributable in part to small sample size. Qualitative process information was used to get a sense of the experiences of participants and the concomitant issues they discussed during the intervention. The qualitative data revealed a host of contextual factors relevant to issues of HIV/AIDS and sexuality in this group, including experiences of stigmatization as people with visual impairment, negotiating masculinity in the context of visual impairment, gender oppression of women and resistance to this, and a general atmosphere of myths and silences around HIV/AIDS in particular and sexuality in general. Despite the limited impact of the programme, this pilot study revealed important issues for adolescents with visual impairments regarding HIV prevention which require further investigation. Participants in the experimental group indicated that they learned a lot from this programme and suggested that it be given to younger adolescents to enable them to acquire these vital skills prior to active sexual engagement and the involvement in any form of unprotected sex. A number or recommendations are made for further well-documented and evaluated research in this field.<br>AFRIKAANSE OPSOMMING: Die doel van die studie was om ’n MIV-intervensieprogram te ontwikkel wat op Suid- Afrikaanse adolessente met gesigsgestremdhede gemik is. ’n Verdere doel was om ’n proeflopie van die pasgemaakte program te doen en dit te evalueer. Hierdie ondersoek is nodig geag in die lig van die groeiende MIV-pandemie in Suid-Afrika, wat oor die afgelope tien jaar vinnig versprei het. Adolessente en jong volwassenes tel onder die kwesbaarstes vir MIV-infeksie, en dit sluit nie adolessente met gesigsgestremdhede uit nie. Ongeag die persepsies omtrent aseksualiteit in adolessente met gesigsgestremdhede onder diegene wat nie gesigsgestremd is nie, is eersgenoemde ’n kwesbare groep vir MIV-infeksie. Die motivering vir hierdie studie is die feit dat baie min literatuur vir mense met gesigsgestremdhede beskikbaar is, en dat hierdie kwesbare groep wêreldwyd in MIV/VIGSveldtogte gemarginaliseerd is. Sover ons kon vasstel, was daar drie MIV-voorkomingsinisiatiewe vir mense met gesigsgestremdhede in Suid-Afrika, waarvan nie een ten volle nagevors en geëvalueer is nie, en wat almal bestaande generiese intervensies gebruik het wat in Braille en grootdruk-formaat omgesit is. Die werklikheid is dat baie adolessente met gesigsgestremdhede – nes die geval is met jeugdiges sonder gesigsgestremdhede – seksueel aktief is en dat die afwesigheid van navorsing oor MIV-voorkoms en MIVvoorkomingsbehoeftes in hierdie sektor opvallend is. Daar is ’n dringende behoefte aan pasgemaakte MIV-voorkomende programme vir hierdie kwesbare sektor. Die gebrek aan navorsing oor MIV/vigs en mense met gesigsgestremdhede het die keuse van ’n sleutelinformantstudie gemotiveer om die invloed wat MIV/vigs en ander gepaardgaande kwessies op mense met gesigsgestremdhede het, voor die ontwikkeling van enige intervensie te ondersoek. ’n Doelgerigte steekproef van sleutelinformante wat op ’n daaglikse grondslag onder mense met gesigsgestremdhede werk, waarvan die meeste self gesigsgestremd is, is gekies. Inligting wat van die sleutelinformantstudie verkry is, is gekombineer met die lesse uit ’n oorsig van die bestaande literatuur oor gesondheidsbevorderingsprogramme – in die besonder MIV-voorkomingsprogramme – om ’n MIV/vigs-intervensieprogram te ontwikkel wat as loodsprojek kon dien en wat vir doeltreffendheid geëvalueer kon word. Die ontwerp van die projek het, daarbenewens, ag geslaan op breër kontekstuele kwessies soos mags- en genderkwessies en die marginalisering en stigmatisering van mense met getremdhede. Die teoretiese raamwerk wat die grondslag vir die program vorm, is op elemente van ’n aantal kognitiewe teorieë op die gebied van gesondheidsbevordering, en spesifiek die inligtingmotivering- gedragsmodel geskoei. Die program is ontwerp om deelnemers te bemagtig en om ’n omgewing van lewenservaringe te skep waarbinne hulle belangrike onderhandelings-, besluitnemings- en praktiese vaardighede kon ontwikkel om kondoomgebruik te bevorder, asook kennis omtrent MIV/vigs om houdings- en gedragsverandering te fasiliteer. Die volgende doelwit van hierdie navorsing was om die intervensieprogram van agt sessies wat vir adolessente met gesigsgestremdhede ontwerp is, te implementeer en om die resultate ten opsigte van die deelnemers aan die studie te ondersoek. Met hierdie doel voor oë is ’n eksperimentele ontwerp – een eksperimentele groep en drie kontrolegroepe (n=56), wat nie ewekansig toegewys is nie – gebruik om die invloed van die program op deelnemers in die intervensiegroep te toets teenoor dié op die kontrolegroepe, wat aan ’n gesondheidsbevorderings-program van vier sessies deelgeneem het. Alle deelnemers was leerders by die enigste twee skole vir leerders met gesigsgestremdhede in die Wes-Kaap, Suid-Afrika. Hulle is op grond van die skoolgraad waarin hulle reeds geplaas is, aan behandelings- of kontroletoestande toegewys. Die empiriese ondersoek het ’n ontwikkelde vraelys gebruik wat sowel in Braille getranskribeer is as in grootdruk gedruk is. Ná afloop van ’n klein loodsstudie is die vraelys gefinaliseer en aan al vier groepe toegedien (voortoets, om die basisverskille vas te stel; na-toets, om die onmiddellike invloed van die program vas te stel; en opvolg [3 maande later] om doeltreffendheid op langer termyn vas te stel). ’n Ontleding is gedoen om die interne konsekwentheid van die meetkonstrukte van die vraelys te assesseer: voldoende interne konsekwentheid is gevind, met Cronbach se alfapunte wat tussen 0.72 en 0.92 gewissel het. Kwantitatiewe data is met behulp van meervariaattegnieke ontleed. Eers is ’n herhaaldemeting- MANOVA-ontleding gedoen en daarna – nadat ’n algeheel beduidende F verhouding tussen veranderlikes, tyd en groepe (F=2.009, p<0.05); ’n beduidende Fverhouding tussen groepe en veranderlikes (F=4.211, p<0.01) en ’n beduidende F-verhouding tussen tyd en groepe (F=2.611, p<0.01) gevind is – is dit deur meer gefokusde ontledings gevolg. Basislynuitslae het geen statistiese verskille tussen die vier groepe getoon nie. Daar was statisties beduidende verbeteringe in kennis oor MIV/vigs in sowel die eksperimentele groep as die twee kontrolegroepe, maar hierdie verskille is nie met die opvolgtoets volgehou nie. Beduidende verskille in houding jeens MIV/vigs is by die eksperimentele groep en een van die kontrolegroepe gevind. Hoewel daar beduidende veranderinge in sowel kennis as houdings gevind is, kan daar nie beweer word dat die intervensie self vir die kennis- en houdingsveranderinge verantwoordelik was nie. Daar was ’n mate van bewys vir diffusie van innovering wat betref kennis oor MIV van die eksperimentele groep en die kontrolegroep by dieselfde skool. Veranderinge in aangemelde MIV-risikogedrag is nie in ’n beduidende mate aangeteken nie, ’n feit wat gedeeltelik aan die beperkte grootte van die steekproef te wyte kan wees. Inligting uit ’n kwalitatiewe proses is gebruik om ’n indruk te skep van die ervaringe van deelnemers en gepaardgaande kwessies wat hulle tydens die intervensie bespreek het. Die kwalitatiewe data het ’n reeks kontekstuele faktore blootgelê wat vir kwessies van MIV/vigs en seksualiteit in hierdie groep tersaaklik is, met inbegrip van ervaringe van stigmatisering as mense met gesigsgestremdhede, die hantering van manlikheid binne die konteks van gesigsgestremdheid, genderonderdrukking van vroue en weerstand hierteen, asook ’n algemene atmosfeer van mites en stilswye oor MIV/vigs in die besonder en seksualiteit in die algemeen. Ten spyte van die beperkte impak van die program het hierdie loodsstudie belangrike kwessies vir adolessente met gesigsgestremdhede betreffende MIV-voorkoming blootgelê wat verdere ondersoek noodsaak. Deelnemers in die eksperimentele groep het aangedui dat hulle baie uit hierdie program geleer het en het voorgestel dat dit aan jonger adolessente aangebied word om hulle in staat te stel om hierdie noodsaaklike vaardighede te ontwikkel voordat aktiewe seksuele betrokkenheid en betrokkenheid by enige vorm van onbeskermde seks plaasvind. ’n Aantal aanbevelings vir verdere goed gedokumenteerde en geëvalueerde navorsing op hierdie gebied word gemaak.

The thesis investigated the development of children's global/local processing hierarchical patterns introduced by Navon (1977). The objectives were to understand more comprehensively the developmental characteristics of children's perception through their global and local processing of hierarchical patterns, by considering the effects of age, stimuli properties, duration of exposure to the stimuli and gender in a perceptual task and a drawing task. These effects were tested in 3 different populations: typically developing children, children with mental retardation and early blind children. The results revealed that typically developing children attended to both the local and global level of processing but these modes of spatial information processing operated independently. In a first step, children before 4 years of age showed dominance of local processing and then a more global processing developed at 4 years of age, and at 5 years of age integrated responses began to emerge. Early blind children showed similar developmental characteristics, although there was a protracted period of local processing dominance. Indeed, these children mainly produced local responses at ages of between 6 and 10 years, and then developed more global responses at 11-12 years and continued to integrate the two levels of analysis at later ages. On the other hand, global dominance was shown in children with mental retardation and their development was affected more by mental age than by chronological age. Moreover, their responses were shown to be sensitive to the fact that meaningful object could be located at the local level, enhancing local processing in this case. These results need further confirmations as the studies of global/local processing in atypical children are not numerous. In particular, the effect of duration of exposure to the stimuli should be further analyzed, because this factor did not seem to have a great effect in our experiments while it seemed more powerful in other studies carried out with adults. Replication of the study with children with mental retardation appears also important to plan for future work, because we can have some doubt relatively the absence of modification through ages of the way these children perceive hierarchical patterns. Finally, defining more precisely what may underlie the gender differences seems also worth to explore since gender did not show a major effect in our results.

This thesis investigates design methods and phase models towards a reinterpretation of the design process towards a specific design task. The study reveals the essence of the process as a design process core, onto which may be built design process models to suit design tasks of diverse nature and scale.

Background. Spastic cerebral palsy is a common cause of childhood activity limitation that restricts children’s personal development. Botulinum toxin is a spasticity treatment that can improve upper limb activity limitation when combined with rehabilitation therapy. We investigated whether use of a computer-assisted arm rehabilitation (CAAR) device enhanced the benefits of botulinum toxin treatment of the upper limb of children with cerebral palsy. Method. Fifteen children with cerebral palsy aged 5 – 12 years old undergoing botulinum toxin treatment for spasticity of the upper limb were randomly allocated into a CAAR group and a control group using minimisation, a procedure that balances groups for prognostic factors e.g. age and disability. Children used CAAR at home for 6 weeks. Assessments were carried out by blinded assessor at baseline, six and twelve weeks. Primary outcome measure. ABILHAND-kids. Secondary outcome measure. Canadian Occupational Performance Measure (COPM). Results. ABILHAND-kids. Activity limitation worsened following botulinum toxin treatment. An ANCOVA revealed that this was not significant (median scores, all participants: baseline, 0.8084; six weeks, 0.145; twelve weeks, 0.334; p=0.462) and that there was no difference between groups (p=0.699). COPM. A Friedman’s ANOVA revealed a statistically significant improvement that was clinically non-significant (baseline score, 4/10; six week score, 4.6/10; twelve week score, 4.6/10; p=0.031). A Kruskal-Wallis ANOVA revealed no difference in scores between groups at each time point. CAAR use. Mean daily use, 7 minutes. Maximum use, 256 minutes (played over 24 days, mean daily use 10.667 minutes). Sample size. This sample size was underpowered by 75%. Conclusion. This study potentially supports evidence that botulinum treatment should be used only in combination with rehabilitation therapy but it was not adequately powered and a Type II error cannot be ruled out. The CAAR device did not engage the children enough to promote sufficient intensity and repetition of arm movements.

Aklųjų ir silpnaregių vaikų integruotas ugdymas yra, pirmiausia, barjerų tarp sveikų ir neįgalių vaikų laužymas, vienodų ugdimosi ir karjeros siekimo galimybių sudarymas. Iškelta hipotezė, kad Lietuvos Respublikoje yra pakankamai priimtų įstatymų bei poįstatyminių aktų kurie reglamentuoja sutrikusio regėjimo vaikų inkliuzyvųjį ugdymą ir sudaro teorines prielaidas sutrikusio regėjimo vaikų inkliuziviam ugdymui LR bendrojo lavinimo mokyklose, tačiau praktiškai daugelis mokyklų dar yra prekliuzijos etape: segreguotų institucijų gyvavimo tradicijos, organizacinės, resursų paramos inkliuziviam ugdymui stoka pačių bendrojo lavinimo mokyklų viduje (kompetencijų, nuostatų, materialinės paramos prasme), per didelis mokinių klasėje skaičius, dauguma mokytojų, dirbančių bendrojo lavinimo mokyklose, nėra pasiruošę ugdyti sutrikusio regėjimo vaikų ir nenori turėti jų savo klasėse, neturi vaizdinių priemonių bei didesnio šrifto vadovėlių ir t.t. Remiantis 1991 metais ŠPI žinybinės specialiosios pedagogikos mokslinio tyrimo laboratorijos mokslinių bendradarbių parengta anketa buvo pateikta silpnaregiams vaikams, jų tėvams, pedagogams klausimai, susiję su požiūriu į integruotą ugdymą bendrojo lavinimo mokyklose. Respondentų atsakymai buvo sugrupuoti į atskirus reikšminius blokus: mokymosi sunkumai ir darbingumas per pamokas, vaikų bendravimo sunkumai, požiūris į silpnaregių vaikų mokymą ir auklėjimą. Duomenų apdorojimui, analizei bei darbe pateiktų lentelių sudarymui naudotos SPSS-PC 11... [toliau žr. visą tekstą]<br>Integrated education of blind and visually impaired children at first is breaking the barriers between healthy and disabled children, creation of equal possibilities of education and career aspiration. The hypothesis has been raised that in the Republic of Lithuania there are sufficient number of laws and legal acts (by-laws) that regulate inclusive education of visually impaired children and create theoretical presumptions for inclusive education of visually impaired children in mainstream schools of the Republic of Lithuania, however, in practice many schools are still in the stage of preclusion: traditions of existence of segregated institutions, lack of organizational and resource support for inclusive education in mainstream schools (from the viewpoint of competences, attitudes, material support), too big number of pupils in classes, the majority of teachers who work in mainstream schools are not prepared to educate visually impaired children and do not want to have them in their classes, they do not have visual aids and textbooks with enlarged font, etc. Referring to a questionnaire prepared in 1991 by the fellowship of departmental scientific research laboratory of special education of Šiauliai Pedagogical Institute the questions related to the attitude towards integrated education in mainstream schools have been presented to children with visual impairment, their parents and pedagogues. The responses of the respondents have been grouped to separate notional blocks... [to full text]

SILVEIRA, Denize Francisca Oliveira da. Comunicação ativa na leitura e interpretação de situações problemas envolvendo figuras geométricas planas para crianças cegas. 2017. 131f. – Dissertação (Mestrado) – Universidade Federal do Ceará Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2017.<br>Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-08-11T13:25:54Z No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5)<br>Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-08-11T14:33:55Z (GMT) No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5)<br>Made available in DSpace on 2017-08-11T14:33:55Z (GMT). No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5) Previous issue date: 2017<br>This dissertation is the result of a joint work of two researchers belonging to the same research group in adaptations in mathematics: one with a degree in Mathematics, and the other with a specialization in psychopedagogy and graduation in Literature. Both researchers followed two blind children during a period of one year, between March 2016 and March 2017, with the initial motivation to analyze the solutions of some Mathematical Matters, with engravings, of the Military College of Fortaleza (CMF) ). It is justified the choice of the CMF exam because of the degree of difficulty of the questions, used as a parameter by the researchers for purposes other than the study discussed here. The mathematics teacher acts in the analysis of the solution of proposed problems. The researcher investigates the ways blind children read and interpret, with adaptation of the figures / images of the questions to Braille, observing if the communication is being active. On the other hand, aiming a learning of contents in a more objective way, the subjects flat geometric figures, measures of length, surface and volume are observed, in front of texts that encompass mathematical contexts. In fact, they are contents that the children study in the academic year in the school where they are included. The teacher of the regular school was asked to elaborate questions to carry out a test of learning, because if children are included, they have rights and duties, as students, identical to the others. Therefore, as a general objective, this dissertation aims to analyze the difficulties encountered by blind students in Mathematics, in the sixth year of elementary school, included in a regular school, in relation to reading and interpretation of problem situations, Of the angle of vision (of the observation) of the researcher with formation in Letters. It uses, as methodology, the work of Van Hiele (1985) adapted by Brandão (2010) and perfected by Lira and Brandão (2013). One of the main conclusions of this research is that it shows that one of the difficulties in solving problems involving geometric figures is in the way the statement of the questions is elaborated, being closely linked to the figures or drawings.<br>Esta dissertação é fruto de um trabalho conjunto de dois pesquisadores pertencentes ao mesmo grupo de pesquisa em adaptações na matemática: um com formação em Matemática, e a outra com especialização em psicopedagogia e graduação em Letras. Ambos os pesquisadores acompanharam duas crianças cegas durante o período de um ano, entre março de 2016 e março de 2017, tendo como motivação inicial analisar as soluções de algumas questões de matemática, com gravuras, de exames de seleção do Colégio Militar de Fortaleza (CMF). Justifica-se a escolha do exame do CMF pelo fato do grau de dificuldade das questões, usadas como parâmetro pelos pesquisadores com fins distintos do estudo aqui abordado. O docente de matemática atua no tocante à análise da solução de problemas propostos. A pesquisadora investiga as formas como as crianças cegas realizam a leitura e a interpretação, com adaptação das figuras /imagens das questões para o Braille, observando se a comunicação está sendo ativa. Por sua vez, visando uma aprendizagem de conteúdos de maneira mais objetiva, os assuntos figuras geométricas planas, medidas de comprimento, de superfície e de volume são observados, diante de textos que englobam contextos matemáticos. Com efeito, são conteúdos que as crianças estudam no ano letivo na escola onde estão incluídas. Ao docente da escola regular foi solicitada a elaboração de questões para realização de teste de aprendizagem, pois se estão incluídas as crianças, têm direitos e deveres, enquanto discentes, idênticos aos demais. Por conseguinte, como objetivo geral, a pesquisa visou analisar as dificuldades encontradas por discentes cegos, na disciplina de Matemática, no sexto ano do ensino fundamental, incluídos em uma escola regular, em relação à leitura e interpretação de situações problemas, trata, portanto, do ângulo de visão (da observação) da pesquisadora com formação em Letras. Utiliza, como metodologia, o método Van Hiele (1985) adaptado por Brandão (2010) e aperfeiçoado por Lira e Brandão (2013). Uma das principais conclusões desta pesquisa está no fato de mostras que uma das dificuldades em resolver problemas que envolvem figuras geométricas está na forma como o enunciado das questões é elaborado, ficando muito atrelado às figuras ou desenhos.

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.