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Статті в журналах з теми "Blind children"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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1

Student. "MORE BLIND CHILDREN?" Pediatrics 97, no. 2 (February 1, 1996): 219. http://dx.doi.org/10.1542/peds.97.2.219.

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Directors of blind children's centers in Phoenix, San Francisco, Boston, Los Angeles, and other cities report increased enrollments because of retinopathy of prematurity (ROP) and cortical visual impairment, but there is no official tracking or registry of blind children nationwide ...

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2

DAVIDSON, IAIN F. W. K., and JOYCE NESKER SIMMONS. "Young blind children." International Journal of Rehabilitation Research 15, no. 3 (September 1992): 219–26. http://dx.doi.org/10.1097/00004356-199209000-00005.

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3

Sullivan, Karen. "Colour-blind children." Early Years Educator 12, no. 11 (March 2011): 21–23. http://dx.doi.org/10.12968/eyed.2011.12.11.21.

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4

Jennings, Julie. "Working with blind children." Children and Young People Now 2014, no. 5 (March 4, 2014): 37. http://dx.doi.org/10.12968/cypn.2014.5.37.

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5

LUCCHESE, FRANCO. "Psychometric test for blind adults and children, critical issues and perspectives." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (July 2, 2016): 109. http://dx.doi.org/10.17060/ijodaep.2016.n1.v2.150.

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In literature a paucity of issues to measure cognitive functioning in the blinds is available (Rich, Anderson, 1965; Pichot, 1968; Newland, 1969; Vander Kolk, 1977; Nelson, Joyce, Dias, 2002) but in these reviews it is clear that they are not yet widely available without further support for research and development. This is particularly true for blind children. The purpose of the current study is to provide a proposal version of some of the Visual Performance Subtests adapted to blind children.

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6

Arsnow, George F., Joan Dichiera, Louise Mould, Dona Sauerburger, and Freddie Peaco. "Blind Parents Rearing Sighted Children." Journal of Visual Impairment & Blindness 79, no. 5 (May 1985): 193–98. http://dx.doi.org/10.1177/0145482x8507900501.

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A panel addresses some of the concerns of blind parents. One partially sighted mother focuses on raising infants and preschoolers, a blind mother talks about raising a school-aged child with her blind husband, and a blind father discusses raising teenagers.

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7

PREISLER, GUNILLA M. "Blind children in nurseries with sighted children." International Journal of Rehabilitation Research 16, no. 4 (December 1993): 337–39. http://dx.doi.org/10.1097/00004356-199312000-00014.

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8

Bigelow, Ann. "Early words of blind children." Journal of Child Language 14, no. 1 (February 1987): 47–56. http://dx.doi.org/10.1017/s0305000900012721.

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ABSTRACTThe first 50 words of three blind children were collected and analysed using procedures used by Nelson (1973) on 18 sighted children. The early vocabulary of the blind children paralleled that of the sighted children in the age and speed of acquisition, and in the underlying characteristics of what the children chose to label. These reflect a sensorimotor organization in which self-action and perceptual change are the salient variables. The early words of the blind children differed from those of sighted children in the percentage of words in each of Nelson's grammatical categories. This suggests differences in how the children use language. These differences are discussed as a function of the children's lack of vision and their particular language learning context.

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9

Millichap, J. Gordon. "Sleep Disorders in Blind Children." Pediatric Neurology Briefs 13, no. 10 (October 1, 1999): 77. http://dx.doi.org/10.15844/pedneurbriefs-13-10-7.

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10

Dürre, Karl P., and Ingeborg Dürre. "Electronic paper for blind children." Education and Computing 2, no. 1-2 (1986): 101–6. http://dx.doi.org/10.1016/s0167-9287(86)91136-2.

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11

Fazzi, Elisa, Josè Lanners, Simona Danova, Oreste Ferrarri-Ginevra, Chiara Gheza, Antonella Luparia, Umberto Balottin, and Giovanni Lanzi. "Stereotyped behaviours in blind children." Brain and Development 21, no. 8 (December 1999): 522–28. http://dx.doi.org/10.1016/s0387-7604(99)00059-5.

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12

Wan-Lin, M. M., and P. E. Tait. "The Attainment of Conservation by Visually Impaired Children in Taiwan." Journal of Visual Impairment & Blindness 81, no. 9 (November 1987): 423–28. http://dx.doi.org/10.1177/0145482x8708100907.

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A study to investigate the differences in cognitive development between sighted and visually impaired children in the Republic of China, as measured by Piagetian tasks of conservation, indicated that age and vision were two significant variables contributing to the attainment of conservation with young visually impaired children, who were more apt to be nonconservers; the order of difficulty of eight conservation tasks for the partially sighted children was more similar to that of the sighted children than to that of the blind children, with the blind children differing greatly from both the partially sighted and the sighted children; a one-to-four-year developmental lag in the attainment of conservation was found in blind children compared to the sighted and partially sighted children; blind children made up these development delays at the age of 11; and the explanations given by the conservers among the sighted, partially sighted and blind children were similar; the explanations given by the blind and partially sighted nonconservers, however, demonstrated more variability than those of the sighted nonconservers.

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13

Mindell, J. A., and C. M. De Marco. "Sleep Problems of Young Blind Children." Journal of Visual Impairment & Blindness 91, no. 1 (January 1997): 33–39. http://dx.doi.org/10.1177/0145482x9709100106.

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This study investigated the sleep of 28 young blind and 22 sighted children aged 4–36 months whose parents completed the Sleep Habits Questionnaire. It found that the blind children had significantly more sleep problems related to bedtime and behaviors during the night than did the sighted children. In addition, the blind children went to sleep later at night, were awake longer during the night, and had less sleep time.

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14

Bigelow, Ann E. "Hiding in blind and sighted children." Development and Psychopathology 3, no. 3 (July 1991): 301–10. http://dx.doi.org/10.1017/s0954579400005320.

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AbstractChildren with varying visual abilities (totally blind, visually impaired, normally sighted) participated in a longitudinal study of the development of the ability to infer what is seen by another. The children were asked to hide themselves, a toy, and specific parts of their bodies from a sighted observer. After each hiding the observer asked, “Can I see you?” to determine whether the children associated self-exposure with what was hidden. The totally blind children were not as successful at hiding as the other children. The totally blind children associated hiding with being in contact with an obstacle but did not necessarily understand that the covering obstacle had to completely block the observer's view of what was hidden or that covering was not necessary if other obstacles already blocked the observer's view. The totally blind children and one visually impaired child associated self-exposure with exposure of the mouth, whereas the other children who associated self-exposure with a particular body part associated self-exposure with exposure of their eyes. Results suggest that lack of direct visual experience impedes blind children's understanding of what constitutes a barrier to vision, which affects their ability to infer what others see. Implications of the findings for understanding the development of the self in blind children are discussed.

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15

Anderson, D. W., and K. P. Fisher. "Nominal Realism in Congenitally Blind Children." Journal of Visual Impairment & Blindness 80, no. 8 (October 1986): 896–900. http://dx.doi.org/10.1177/0145482x8608000807.

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To add to our understanding of language and cognition in congenitally blind children, the notion of nominal realism was probed. Subjects responded to questions regarding the origin of object names and whether these names could be changed. Inquiry also focused on whether the children assigned animistic qualities to the objects. Results of the investigation indicated that nominal realism, as an attribute of preoperational thought, remains a characteristic of blind children's thinking longer than it does for sighted children. This finding is related to the limitations blindness is thought to impose on children's interactions with objects, and the general delay in (Piagetian) cognitive development observed among congenitally blind youngsters. These results underscore the need for providing appropriate cognitive and linguistic experiences for young blind children.

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16

Sarwendah, Sri, Henri Hartman, and Muhammad Alfin. "OVERVIEW OF BLIND-CHILDREN CARIES INDEX IN SPECIAL NEED SCHOOLS IN CIMAHI CITY." Journal of Health and Dental Sciences, Volume 2 No 2 (September 30, 2022): 356–74. http://dx.doi.org/10.54052/jhds.v2n2.p365-374.

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Blind people have limitations in receiving dental and oral health information. It can facilitate the occurrence of caries. Blind people have limitations in performing various activities that require vision assistance, such as maintaining oral and dental hygiene when brushing their teeth, so blind people often experience multiple problems with their teeth, one of which is caries. This study aimed to determine the caries index in blind children in SLBN A Cimahi City and SLBN A Bandung City. The study used a cross-sectional design and consecutive sampling. The number of samples was 21 blind children. The study's results on blind children aged 6-12 showed a very low to moderate caries index. The def-t index in children with low vision blindness has moderate criteria; in children with total blind blindness, it has low standards. Children with low vision and total blind have the same DMF-T index, which is low. The def-t index in SLBN A Citeureup Cimahi City has low criteria, while SLBN A Padjadjaran Bandung City has a def-t index with moderate standards. SLBN A Citeureup Cimahi City and SLBN, A Padjadjaran Bandung City, have the same DMF-T index, which is low. Parents, teachers, caregivers, and health workers need to pay more attention to the dental and oral health of blind children.

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17

Astuti, Egita Widya, Isnaini Nur Rohmatun, Ayu Resti Eka Pratiwi, Dewi Wahyu Nugrahani, Danang Pamarsudi Lastomo, and Septi Yulisetiani. "Fruit Audio Aroma: Innovative Learning Media For Optimizing The Sense Of Touch, Listening, And Smell In Blind Children." Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa 9, no. 1 (July 16, 2022): 26. http://dx.doi.org/10.17977/um029v9i12022p26-32.

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Education for blind children begins at the age of childhood and elementary school. At that age, blind children will begin to be introduced to fruits. However, in general, teachers in special schools will introduce fruits to blind children using only real fruit. This is considered ineffective, because the fruit recognition learning process only relied on the ability of the teacher that causes blind students to get bored quickly and the material presented by the teachers is not well received. Therefore we need a 3D fruit learning media designed according to the characteristics of blind children. The purpose of making Fruit Audio Aroma media is as a solution to overcome problems in the learning process of the blind children with disabilities related to fruit material. The method used is the observation method. The result of this study indicated that the Fruit Audio Aroma media provides maximum usability with easy and practical use, according to the needs of the blind through aroma, braille, texture, QR code and audio features that can be operated smoothly. Thus, this media is effective for increasing the sensitivity of the sense of touch, hearing and smell in blind children.

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18

Campbell, Julie. "Maternal Directives to Young Children who are Blind." Journal of Visual Impairment & Blindness 97, no. 6 (June 2003): 355–65. http://dx.doi.org/10.1177/0145482x0309700604.

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The results of a detailed analysis of how mothers direct attention and play with their blind and sighted 18-month-old children found that the mothers of the blind children were no more directive than were the mothers of the sighted children, but that they made some use of directives that were particular to the needs of young blind children.

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19

PÉREZ-PEREIRA, MIGUEL. "Deixis, personal reference, and the use of pronouns by blind children." Journal of Child Language 26, no. 3 (October 1999): 655–80. http://dx.doi.org/10.1017/s0305000999003955.

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Blind children are considered to use personal reference terms late and with a great deal of reversal errors. However, in previous research, there has been a dearth of both quantitative and qualitative data on their use of pronouns. In the present paper data from a longitudinal study of five children (three totally blind, one partially sighted, and one sighted) is presented. The children had different ages at the begining of the study, ranging from 0;9 to 2;5, and were followed for a time span of over 12 months. Every spatial deictic term and personal reference term used by the children was analysed. Special attention was given to the analysis of the reversal errors. The data obtained clearly showed that the blind children began to use personal reference terms as early as the sighted children, and that the use of reversals was not a general characteristic of the language of the blind children, since only one of the four blind or partially sighted children produced a noticeable percentage of reversals. The analysis of the contexts in which reversal errors were produced showed that imitation does not fully explain them, and some proposals for a multiplex explanation of reversals are offered. Thus, the data do not give support to the idea that blind children in general show problems with pronouns, nor to those claims that link blind children with autistic children in this regard.

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20

van Loon-Vervoorn, Anita, and Loekie Eibers. "Kennis van Lexicale Relaties Bij Blinde Kinderen." Taal(leer)problemen 60 (January 1, 1998): 47–52. http://dx.doi.org/10.1075/ttwia.60.06loo.

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Blind children acquire their mother tongue in a relatively 'decontextualized' way, as compared to their sighted peers. Many word meanings which sighted children learn in a predominantly visual experiential context, have to be verbally explained and defined to blind children. In consequence, blind children may be deficient in the more experientially based aspects of word meaning, but may be aheadof their,sighted peers in their acquisition of the more verbally based meaning relations between words. Our findings indicate that blind children do not seem to be 'ahead' of sighted children in the knowledge about verbally based relations but rather in the accessibility of the relations which they have in their lexicon.

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21

Aprianti, Kurnia, Masrifan Djamil, and Endah Aryati Eko Ningtyas. "Kurnia's Web-Based Drill Method Can Measure the Level of Toothbrushing Skills of Blind Children." Jurnal Kesehatan Gigi 11, no. 1 (June 7, 2024): 19–25. http://dx.doi.org/10.31983/jkg.v11i1.10261.

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Background: Blind children have limited vision so that the health of the oral cavity is lower than that of children with normal vision. To improve the dental and oral health of blind children, a change in skills is needed. Choosing the right method of delivering educational material is very helpful in changing target skills. Kurnia's Web-based Drill method with audio modification can be an innovation in providing dental and oral health education. Where audio media that relies on sound can help optimize the sense of hearing that is still functioning so that the message conveyed can be easily remembered and understood by blind children.Research Objective: Build a web-based model of Kurnia's Drill method to improve toothbrushing skills in blind children.Methods: Research and Development (RD) and model testing (Quasi-Experimental Control Group Pretest and Posttest Design studies). The research subjects of blind children were divided into 2 groups, namely intervention and control. The results of the model design are validated by experts. The data were tested using intraclass, paired t-test and independent t-test correlation coefficients.Results: Kurnia's Drill web-based method is feasible as an educational model for dental health maintenance in blind children (p= 0.000). The implementation of this model effectively improved the brushing skills of blind children (p= 0.047) and decreased the debris index of blind children (p= 0.000) compared to the control group.Conclusion: Kurnia's Drill web-based method effectively improves brushing skills and decreases debris index in visually impaired children.

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22

Sidiq, Umar, and Nurul Aini. "PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 79. http://dx.doi.org/10.29062/jie.v4i1.113.

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Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

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23

Sudiartini, Ni Pande Kadek Dewi, Ni Kadek Trisna Putri Utami, Ni Kadek Feby Widianita, Ni Kadek Ayu Gita Wulandari, Desak Made Dian Widianingsih, and I. Wayan Sujana. "Relief Aksara Bali (Reaksi) Berbantuan Suara untuk Pemberdayaan Anak Tunanetra dalam Literasi Aksara Bali di SLB Negeri 1 Tabanan." Pelita Masyarakat 5, no. 2 (March 31, 2024): 111–25. http://dx.doi.org/10.31289/pelitamasyarakat.v5i2.10721.

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The difficulty of teachers at SLB Negeri 1 Tabanan in teaching reading and writing Balinese script literacy to blind children has resulted in the low Balinese literacy skills of blind children at that school. To maximize learning of Balinese script, it is necessary to use learning media that suits the characteristics of blind children. This program aims to improve the ability of teachers to teach Balinese script using voice-assisted Balinese Script Relief (Reaksi) media so that it can increase Balinese script literacy and foster a competitive spirit in blind children. The method for implementing this activity consists of preparation, implementation (training and mentoring for 20 times), and evaluation. Evaluation data collection was carried out using observation and questionnaire methods. The result of the program is that there is an increase in teachers' ability to teach Balinese script using voice-assisted Reaksi media to blind children, from initially quite good to very good. Apart from that, there has been an increase in the learning outcomes of blind children who were initially less than good. It can be concluded that through the training program, the use of voice-assisted Reaksi can improve teachers' abilities in teaching Balinese script so that the reading and writing literacy of Balinese script for blind children also increases.

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24

Menard, Lucie, and Christine Turgeon. "Vowel production in sighted children and congenitally blind children." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2105. http://dx.doi.org/10.1121/1.4899575.

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25

Sari, Lailli Irna, Zakki Teguh Wibawa, Robbit Azam Jaistyurohman, and Dani Alamsyah. "Implementasi Pendidikan Agama Islam Bagi Siswa Tunanetra." ALSYS 1, no. 1 (November 5, 2021): 178–88. http://dx.doi.org/10.58578/alsys.v1i1.31.

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Education is an aspect that must be accepted by children so that later they are not wrong in taking steps to take the next life. Islamic religious education itself is an education that must be known by every child so that it becomes a guide for the life to come. This journal will discuss the material "Implementation of Islamic Religious Education for Blind Children". This journal was created because not many materials have been published in other journals, because many people despise blind children in doing learning which causes blind children to be underestimated by outsiders. Whereas blind children themselves have a level of intelligence that sometimes exceeds the abilities of normal children.

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26

Ferrante, Olivia. "Why Blind Children Should Learn Braille." Journal of Visual Impairment & Blindness 80, no. 2 (February 1986): 594. http://dx.doi.org/10.1177/0145482x8608000208.

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A. special forum for individuals to respond In detail to material published in the Journal of Visual Impairment & Blindness or to raise issues which relate to the specialized field of work with blind and visually handicapped persons. Contributions should be 350–1000 words in length.

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27

Venugopal, NatarajaP. "Screening of blind children - Its importance." Indian Journal of Ophthalmology 70, no. 2 (2022): 685. http://dx.doi.org/10.4103/ijo.ijo_2493_21.

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28

Ashmead, Daniel H., Everett W. Hill, and Charles R. Talor. "Obstacle perception by ongenitally blind children." Perception & Psychophysics 46, no. 5 (September 1989): 425–33. http://dx.doi.org/10.3758/bf03210857.

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29

Hindley, Peter. "Development of deaf and blind children." Psychiatry 4, no. 7 (July 2005): 45–48. http://dx.doi.org/10.1383/psyt.2005.4.7.45.

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30

Watson, G. R. "Teaching Blind and Low Vision Children." Journal of Visual Impairment & Blindness 87, no. 1 (January 1993): 3–5. http://dx.doi.org/10.1177/0145482x9308700103.

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31

Rosas, Ricardo, Miguel Nussbaum, Katherine Strasser, and Felipe Csaszar. "Computer assisted mediation for blind children." Computers & Education 28, no. 4 (May 1997): 229–35. http://dx.doi.org/10.1016/s0360-1315(97)00014-6.

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32

Parmar, Ranjana, and Kate Gingell. "Psychotherapy with Children who are Blind." Clinical Child Psychology and Psychiatry 1, no. 2 (April 1996): 275–82. http://dx.doi.org/10.1177/1359104596012008.

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33

Levtzion-Korach, O., A. Tennenbaum, R. Schnitzer, and A. Ornoy. "Early motor development of blind children." Journal of Paediatrics and Child Health 36, no. 3 (June 9, 2000): 226–29. http://dx.doi.org/10.1046/j.1440-1754.2000.00501.x.

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34

Wright, Barry. "Development in deaf and blind children." Psychiatry 7, no. 7 (July 2008): 286–89. http://dx.doi.org/10.1016/j.mppsy.2008.05.007.

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35

Stewart, Barbara A., Frederick M. Karrer, Roberta J. Hall, and John R. Lilly. "The blind loop syndrome in children." Journal of Pediatric Surgery 25, no. 8 (August 1990): 905–8. http://dx.doi.org/10.1016/0022-3468(90)90201-j.

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36

Sanchez, Jaime. "User-Centered Technologies for Blind Children." Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 4, no. 2 (November 30, 2008): 96–122. http://dx.doi.org/10.17011/ht/urn.200810245832.

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37

Franklin, Barbara. "Tactile aids with deaf‐blind children." Journal of the Acoustical Society of America 88, S1 (November 1990): S191. http://dx.doi.org/10.1121/1.2028861.

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38

Kono, Emi, and Koichi Oda. "Favorite activities for deaf-blind children." International Congress Series 1282 (September 2005): 873–76. http://dx.doi.org/10.1016/j.ics.2005.05.168.

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39

Di Giovanni, Elena. "Participatory accessibility: Creating audio description with blind and non-blind children." Journal of Audiovisual Translation 1, no. 1 (November 14, 2018): 155–69. http://dx.doi.org/10.47476/jat.v1i1.50.

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Анотація:

This article focuses on participatory accessibility by providing a definition, several theoretical insights and practical examples. By reporting on an inclusive and participatory experience carried out with blind, partially sighted and non-blind children in the drafting, recording and using audio description (AD) for a live opera performance, the aim is to bring into the spotlight the potential benefits of making accessibility a collective, open enterprise where end-users and creators are one. The article also advocates for the participatory turn in media accessibility research and practice.

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40

Jasmien Herssens and Ann Heylighen. "Blind Photographers: A Quest into the Spatial Experiences of Blind Children." Children, Youth and Environments 22, no. 1 (2012): 99. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0099.

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41

Herssens, Jasmien, and Ann Heylighen. "Blind Photographers: A Quest into the Spatial Experiences of Blind Children." Children, Youth and Environments 22, no. 1 (2012): 99–124. http://dx.doi.org/10.1353/cye.2012.0039.

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42

Smith, Maureen Claire. "Imaginary Companions of Blind, Deaf, and Typically Developing School Children." Imagination, Cognition and Personality 38, no. 3 (February 28, 2018): 290–314. http://dx.doi.org/10.1177/0276236618761371.

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Анотація:

Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for at-risk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8- to 12-year-old children. It examines teacher- and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.

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43

Dimcovic, N., and M. J. Tobin. "The Use of Language in Simple Classification Tasks by Children who are Blind." Journal of Visual Impairment & Blindness 89, no. 5 (September 1995): 448–59. http://dx.doi.org/10.1177/0145482x9508900510.

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Two groups of classification tasks, verbal and figurative, were presented to 30 blind children and 30 sighted children aged 6–11. Although the younger blind children were significantly less efficient on both groups of tasks and on the vocabulary test, those who were age 11 had reached or were close to the level of the sighted children. The analysis illustrates how the blind children adjusted their conceptual knowledge to their lexicon, or vice versa (borrowing some linguistic patterns from the experimenter, if necessary).

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Wyatt, L., and G. Y. Ng. "The Effect of Visual Impairment on the Strength of Children's Hip and Knee Extensors." Journal of Visual Impairment & Blindness 91, no. 1 (January 1997): 40–46. http://dx.doi.org/10.1177/0145482x9709100107.

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A test of the strength of children's hip and knee extensors found that children who were congenitally blind or had low vision had weaker knee extensors than did sighted children, but that after the correction for lean body weight (LBW), these differences were not significant. The children who were blind or had low vision also had weaker hip extensors, but after LBW correction, only the blind children's hip extensors were weaker than those of the children with normal vision. The findings indicate that congenitally blind children may be prone to develop weak leg extensors because of poor body build or the constraints of blindness and that they require extensive physical intervention during infancy.

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Akhmad, Nur Amaliah, Sitti Mania, Marjuni Marjuni, and Muhammad Nur Akbar Rasyid. "Study Analysis: Learning Pattern of Blind Children Using Aid Applications for Science Learning." International Journal of Multidisciplinary Approach Research and Science 2, no. 01 (December 6, 2023): 303–11. http://dx.doi.org/10.59653/ijmars.v2i01.431.

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Use of technology for learning for blind children. One of the main gaps is the availability and accessibility of this technology in the school environment. Not all schools have adequate infrastructure or financial support to implement technology effectively. This research uses a descriptive qualitative approach with triangulation techniques in data collection to provide an in-depth description of the learning process evaluation for blind students at SLB 1 Makassar. The data collection technique involved four blind students and four teachers who were also blind, selected through purposive sampling. The Context, Input, Process, Product (CIPP) approach developed by Stufflebeam was used as the framework. This research focuses specifically on evaluating the learning process. Unique dynamics in the blind class at SLB 1 Makassar, where teachers and students face blind disabilities. The presence of teachers who are also blind, especially those with total blindness, creates a learning environment full of empathy and mutual understanding. The Be My Eyes, Voice Dream Reader, and Blind Square applications contribute significantly to the inclusive education of blind children at SLB 1 Makassar. With the help of this application, it is possible to increase the independence of blind children in learning, especially science learning.

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Lumbreras, Mauricio, and Jaime Sánchez. "3D Aural Interactive Hyperstories for Blind Children." International Journal of Virtual Reality 4, no. 1 (January 1, 1999): 18–26. http://dx.doi.org/10.20870/ijvr.1999.4.1.2661.

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Interactive stories are commonly used for learning and entertainment purposes and enhance the development of several perceptual and cognitive skills. These experiences are not very common among blind children because most computer games and electronic toys do not have accessible sound interfaces. This study introduces the idea of interactive hyperstories performed in a 3D acoustic virtual world. The hyperstory model enables us to build an application to help blind children to enrich their early world experiences through exploration of interactive virtual worlds by using 3D aural representations of the space. We have produced AudioDoom, an interactive model-based software for blind children. The prototype was qualitatively and quantitatively field-tested with several blind children in a Chilean school setting. Our preliminary results indicate that when acousticbased entertainment applications are carefully applied with an appropriate methodology they can be used without visual cues. We also found that spatial sound experiences can create spatial navigable structures in the minds of blind children. Methodology and usability evaluation procedures and results appeared to be critical to the efectiveness of interactive Hyperstories performed in a 3D acoustic virtual world.

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47

Noreen, Noordica Greissaldine, Martiyadi Nurhidayat, and Nurul Fitriana Bahri. "PERANCANGAN MEDIA BELAJAR BERHITUNG UNTUK ANAK TUNANETRA USIA DINI 4-6 TAHUN." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 9, no. 2 (September 14, 2023): 152–60. http://dx.doi.org/10.29100/jp2m.v9i2.4280.

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Blind students need different support and treatment from normal children during the learning process. Numeracy type learning media specifically made for early blind children, is still not widely found. Blind numeracy learning media that have been circulating such as abacus and abacus have a goal that focuses more on mathematical skills in children at a more mature age. The design is implemented to help blind children to recognize numbers by using learning media adapted to their physical conditions and abilities. The research method used is qualitative descriptive and design methods using User Centered Design which departs from user problems in the problem of using existing learning media. The implementation of learning media was applied at SLB Roudhotul Zannah, from 10 respondents of blind students conducting pre-tests and postests produced as much as 22% pre-test and 33% post-test, then with learning media that has been designed to be very effective to help achieve learning, especially for blind students.

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Kabulova, Zukhra M. "THE HISTORY OF SPECIAL EDUCATION FOR BLIND CHILDREN IN UZBEKISTAN (1925-1990)." European International Journal of Pedagogics 4, no. 6 (June 1, 2024): 21–25. http://dx.doi.org/10.55640/eijp-04-06-05.

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This article examines the history of special education in Uzbekistan from 1925 to 1990, with a particular focus on the education of blind children. Throughout the Soviet era, Uzbekistan underwent significant developments in its approach to educating children with disabilities, including the establishment of specialized schools and the adaptation of curricula and teaching methods to meet the unique needs of visually impaired students. Despite progress, challenges such as limited resources and unequal access to education persisted. The legacy of this period lays the foundation for ongoing efforts to promote inclusive education in Uzbekistan.

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Nastiti, Hanina Dewi, Dwi Noviani Sulisawati, and Lutfiyah. "Identifikasi Diskalkulia pada Anak Berkebutuhan Khusus Tunanetra dalam Mengenal Bilangan." Jurnal Pendidikan Matematika (JPM) 9, no. 1 (July 27, 2023): 74–82. http://dx.doi.org/10.33474/jpm.v9i1.20282.

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Children with Special Needs are children who in education require specific services, different from children in general. Children with special needs are divided into 10 groups, namely: Blind, mentally retarded, dyslexic, hyperactive, mentally impaired, deaf, mute, autistic, disabled, gifted child. Blind is someone who has less accurate/poor vision compared to sighted people, even though they already assisted with visual aids, and cause them to require a lot of energy and time to do visual tasks. Therefore, blind children experience more difficulties in their education. Learning difficulties in mathematics are called dyscalculia. The most basic dyscalculia experienced by blind children is knowing numbers. So to find out the dyscalculia experienced by children with special needs who are blind in knowing numbers, the researchers took this research with a descriptive type of research and with a qualitative approach. The subjects of this study consisted of 2 students from class 4 of the blind group at SDLB Negeri Branjangan for the 2022/2023 academic year. The results of identification of dyscalculia in children with special needs in recognizing numbers are presented in the form of a description of each individual obtained from observation data, tests and interviews. The results of this study were that S1 subjects had dyscalculia on the characteristics of dyscalculia, namely visual motor associations and attention disorders, on the classification of dyscalculia, namely knowledge of numbers, on the types of dyscalculia, namely weak in planning and inability to do simple calculations. Whereas subject S2 has dyscalculia in the types of dyscalculia, namely weak in planning and inability to do simple calculations. Keywords: Children with Special Needs, Blind, Dyscalculia

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50

Sampaio, E. "Is There a Critical Age for Using the Sonicguide with Blind Infants?" Journal of Visual Impairment & Blindness 83, no. 2 (February 1989): 105–8. http://dx.doi.org/10.1177/0145482x8908300208.

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The ways in which blind babies and children use electronic sensory substitutes are related to their perceptual development. Previous studies suggested that there is a critical age—13 months—after which children find it difficult to use a device such as the Sonicguide. The results of this study of five blind children aged 5–48 months question the suitability of behavioral cues that have been chosen to determine this critical age. The specific development of blind children and its implications are also discussed.

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