Correction to Sonified Infrared Spectra and Their Interpretation by Blind and Visually Impaired Students

2013 ◽  
Vol 90 (11) ◽  
pp. 1567-1567
Author(s):  
Florbela Pereira ◽  
João C. Ponte-e-Sousa ◽  
Rui P. S. Fartaria ◽  
Vasco D. B. Bonifácio ◽  
Paulina Mata ◽  
...  
Keyword(s):  
Infrared Spectra ◽  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students

Sonified Infrared Spectra and Their Interpretation by Blind and Visually Impaired Students

2013 ◽  
Vol 90 (8) ◽  
pp. 1028-1031 ◽  
Author(s):  
Florbela Pereira ◽  
João C. Ponte-e-Sousa ◽  
Rui P. S. Fartaria ◽  
Vasco D. B. Bonifácio ◽  
Paulina Mata ◽  
...  
Keyword(s):  
Infrared Spectra ◽  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students

TEACHING EFL TO BLIND AND VISUALLY IMPAIRED STUDENTS: AN OVERVIEW

2020 ◽  
Author(s):  
Julia Boltenkova ◽  
Alena Nevolina ◽  
Viktor Koksharov ◽  
Shengji Li ◽  
Tatiana Rasskazova ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students

Service Providers Assessment of the Career Development Needs of Blind and Visually Impaired Students and Rehabilitation Clients and the Resources Available to Meet those Needs

1985 ◽  
Vol 79 (10) ◽  
pp. 434-443
Author(s):  
Martha Bagley
Keyword(s):  
Career Development ◽  
Visually Impaired ◽  
Service Providers ◽  
Rehabilitation Counselors ◽  
School Teachers ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
Management Staff ◽  
Visually Impaired Persons ◽  
Development Tasks

The following study presents an overview of career development needs of blind and visually impaired individuals and discusses results of a 1983–84 survey of school teachers (grades K, 3, 6, 9 and 12), rehabilitation counselors, management staff of rehabilitation agencies and agency administrators that assessed career development needs of severely visually impaired persons and resources available to meet those needs. Individuals surveyed felt that their students or clients need greater accessibility to career development tasks, experiences, and resources, and that none of the resources listed in the survey are readily accessible now, and many are inaccessible. Four basic conclusions are discussed.

3D Literacy Aids Introduced in Classroom for Blind and Visually Impaired Students

10.5241/6-100 ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Jang Hee I ◽  
Rachel Ananda Harianto ◽  
Emily Chen ◽  
Yeon Soo Lim ◽  
Wonjin Jo ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students

scholarly journals PROBLEMS WRITING FROM DICTATION FOR BLIND AND VISUALLY IMPAIRED STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 34-39
Author(s):  
Ševala Tulumović ◽  
◽  
Branka Eškirović ◽  
Izeta Husić-Đuzić ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Visually Impaired ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Visual Disabilities ◽  
Blind And Visually Impaired ◽  
Grammatical Errors ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children

Aim of this research was to get insight into mistakes that occur while blind and visually impaired students, and students with no visual disabilities, when writing by dictation. Respondents sample was consisted of three groups of students: blind (N = 51), visually impaired (N = 42) and students with no visual disabilities (N = 123). Respondents sample included students from first to fourth grade of elementary schools in Tuzla Canton as well as blind and visually impaired students from boarding schools and students from first to fifth grade in centers for blind and visually impaired children and youth, as well as population of blind and visually impaired students from first to fourth grade that are integrated into regular elementary schools in Tuzla Canton in Bosnia and Herzegovina. Obtained results have shown that in variable groups for errors estimate in variables for writing by diction of words consisting of uppercase and lowercase letters, where blind and visually impaired students mostly made mistakes in form of inability to write dictated words, grammatical errors, errors in letters and syllables: relocation, leaving out, adding, separating words and concatenating them. Level of literal development is very important for preventive acting as well as timely rehabilitation.

scholarly journals BASAER Team: The First Arabic Robot Team for Building the Capacities of Visually Impaired Students to Build and Program Robots

2021 ◽  
Vol 16 (24) ◽  
pp. 91-107
Author(s):  
Mahmoud Hamash ◽  
Hasnah Mohamed
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Experimental Approach ◽  
Visual Impairments ◽  
Educational Robotics ◽  
Full Inclusion ◽  
Blind And Visually Impaired ◽  
Visually Impaired Students ◽  
Guided Instruction ◽  
Educational Robots

the purpose of this study was to examine whether visually impaired students can build educational robots and program them if they receive adapted materials and instructions with guided instruction from well-trained educators in the fields of inclusive STEM Classrooms. Discussion of the technologies and our experimental approach is presented in this paper and validated through the continued successful effort with visually impaired students for two years of the program and specialists in the field of visual impairment and STEAM, we also validated our approach by performing experimental classes for students with different visual impairments and ages. The results indicated that the approach used by BASAER team was successful in enabling the blind and visually impaired students to build and program educational robotics and to participate effectively in national and international STEAM programs and competitions, with some limitations and Challenges encountered and explored during this research. The results from this study will be used to suggest a fully adapted system to support full inclusion for blind and visually impaired students in educational robots in STEAM context and to promote the adoption of this study and similar studies toward Inclusive STEM Classrooms.

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