scholarly journals The stigmatizing and stereotyping people with blindness. The opposite tendencies

2017 ◽  
Vol 7 (2) ◽  
pp. 305-326
Author(s):  
Emilia Śmiechowska-Petrovskij

The aim of the paper is to present aspects of stigmatizing and stereotyping the visually impaired people in the light of social stigma theory of Erving Goffman. Also discussed are the tendencies contrary to the phenomena of social stigma as well as the creation of simplified cognitive schemes related to people with blindness. These tendencies are for example: revision of common speech and cultural discourse to not to consolidate false image of people with blindness. At the end of the paper there are also presented practical tools and materials which can be useful in pedagogical practice.

Author(s):  
Gabriela Spinarova ◽  
Veronika Vachalova

At present, we increasingly encounter the concept of so-called digital literacy. Digital technologies are constantly evolving in this field and play an important role in human life. They are important not only in the labor market but also in education and human skills development. Digital technologies are thus one of the means by which we can develop the cognitive processes of visually impaired people. We can thus help them to improve a number of areas that are limited due to loss or reduction of visual perception. Especially, thinking, memory, and creating ideas are very important. This contribution was created within the solution of the project TAČR – Reduction of information deficit and development of the imagination of visually impaired people through 3D models with auditory elements in cooperation with the project PIGŽU – Support of information literacy of pupils and teachers. The first of the projects aims to reduce the information deficit caused by the loss or reduction of visual perception in visually impaired people using multisensory action. At the same time, it aims to develop their spatial imagination. The second project then focus on the creation of digital aids, which aims primarily at the development and support of computational thinking. In addition to mainstream primary school pupils, the project also focuses on pupils with special educational needs, including visually impaired individuals. The main output of the project is the creation of aids, including methodologies, using digital technologies. These are technologies such as Ozobot, Blue-Bot, or Bee-bot. The aim of the paper is to acquaint with the project, to provide at least basic information about digital technologies, and especially to describe the possibilities of personality development, skills, and abilities using these technologies in visually impaired students.  


Author(s):  
Miguel Angel Brand Narvaez ◽  
Miguel A. Mora Gómez ◽  
Brayan A. Tabares Jaramillo. ◽  
Alejandro A. Osorio Ospina ◽  
Juan David Hurtado Arrechea

The chapter focuses on the development of tools containing the basics of Braille and methods that help the people to manage this type of language to enhance the strength of collective thinking in educational statements, taking into account key background; this is why the development of tools containing the basic aspects of the Braille system and the necessary methods to enable the subject to master this type of language, enhancing the strength of collective thinking at the educational level, are so important. However, one of the main challenges in learning Braille is to engage the individual in literacy processes, which is why the creation of learning cards is proposed, to enable people to learn Braille.


2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Andrey Medvedev

<p><strong>Abstract.</strong> Nowadays, when visualization is one of the main channels of communication, maps, geo-images and infographics can help develop the concept of space and expand knowledge about our world. But most spatial data are not available to the visually impaired and need to be converted to a tactile format. Tactile and tiflographic maps are becoming more and more popular because they help overcome information barriers for those who cannot see, making it easier to navigate in everyday life.</p><p>Blind or visually impaired people need to know more about their immediate environment to navigate in the room, building, city or country. The ability to read and understand a tactile map is not an automatic skill for visually impaired people. The user of the map must be trained to recognize and understand the relief material, symbols in the form of points and lines, use the texture and legend that reveal the information presented on a particular map.</p><p>The last decade witnessed a great technological leap towards the creation and replication of tactile and tiflographic maps. In addition to such traditional methods of creating relief graphic maps as thermoforming of plastic on the engraved surface and printing on specialized paper, new methods have been added – quickly solidifying varnishes, paper stamping devices and 3D printers. However, the process of drawing up high-quality relief-graphic maps is strongly influenced by the technology of publication. It depends on the tactile distinctiveness and clarity of drawing elements of the map and conventional signs. This has an impact on the choice of tactile variables that can be operated on when mapping. In addition, the selected technology depends on the final price of the final product. In fact, the creators of tactile and tiflographic maps have the choice between a triade: "method of production – material – format edition". These technological moments subsequently influence and determine the scale of the maps, the image methods and the level of generalization. According to some teachers, tactile maps are a special case of relief-graphic materials (tactile graphics) so requirements, content, design, application signatures which are applicable to tactile graphics should also apply to tactile maps. However, for cartographers, tactile and tiflographic maps are a particular area of cartography that uses its own language describing space with a combination of specific rules and regulations.</p><p>Laboratory of cartography at the Institute of geography RAS has been engaged in the creation of thematic tactile maps at different scale levels and areas for 7 years already. A set of thematic maps for the territory of Russia was created to ensure the educational process in specialized institutions (schools and colleges for the blind and visually impaired). This set of thematic maps consists of the following maps: components of the natural environment, climate, minerals, soil cover and land resources, vegetation. In total, the set includes 34 different thematic maps with a total circulation of more than 700 copies. More than 400 maps have been transferred to specialized agencies and are already being used at geography lessons.</p><p>All created tactile maps are made at once by 4 methods: micro-capsule paper, stamping, thermoforming, printing on a 3D printer. With the help of 3D printing and embossing technology, each thematic map is made in a single copy, and the maps on microcapsular paper and plastic are made in large quantities.</p><p>When creating tactile thematic maps for the territory of Russia many factors were taken into the account that are not important in the creation of conventional, traditional maps. In addition to the selection of suitable subjects, scale, projections in the first place the special requirements for the creation of tactile graphics and manufacturing technology were taking into the account primarily, which greatly affect the tactile readability.</p>


CICTP 2020 ◽  
2020 ◽  
Author(s):  
Ammar Muhammad ◽  
Qizhou Hu ◽  
Muhammad Tayyab ◽  
Yikai Wu ◽  
Muhammad Ahtsham

Author(s):  
Olga Novikova ◽  

The special library acts as the cultural and educational center for visually impaired people, and as the center for continuing education. The multifunctional performance of the library is substantiated. The joint projects accomplished in cooperation with theatres and museums and aimed at integrating the visually impaired people into the society are described. Advanced training projects for the library professionals accomplished in 2018 are discussed.


Author(s):  
Heather Tilley ◽  
Jan Eric Olsén

Changing ideas on the nature of and relationship between the senses in nineteenth-century Europe constructed blindness as a disability in often complex ways. The loss or absence of sight was disabling in this period, given vision’s celebrated status, and visually impaired people faced particular social and educational challenges as well as cultural stereotyping as poor, pitiable and intellectually impaired. However, the experience of blind people also came to challenge received ideas that the visual was the privileged mode of accessing information about the world, and contributed to an increasingly complex understanding of the tactile sense. In this chapter, we consider how changing theories of the senses helped shape competing narratives of identity for visually impaired people in the nineteenth century, opening up new possibilities for the embodied experience of blind people by impressing their sensory ability, rather than lack thereof. We focus on a theme that held particular social and cultural interest in nineteenth-century accounts of blindness: travel and geography.


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