Accessibility Challenges for Visually Impaired Students and Their Online Writing Instructors

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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A High School Equivalency Program for Visually Impaired Students

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7907300105 ◽

1979 ◽

Vol 73 (1) ◽

pp. 26-27

Author(s):

Ellen Benson Trief

Keyword(s):

High School ◽

Visually Impaired ◽

Evaluation Process ◽

High School Equivalency ◽

Rigorous Evaluation ◽

High School Equivalency Program ◽

Literature History ◽

Visually Impaired Students

A high school equivalency program for the visually impaired includes a rigorous evaluation process to determine if the person would make a good candidate for instruction. The instruction includes the teaching of math, spelling and grammar, literature, history, and science. The use of various materials, special aids and modifications for visually impaired students is discussed.

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College Preparatory Program for Visually Impaired Students: An Evaluation

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7807200203 ◽

1978 ◽

Vol 72 (2) ◽

pp. 55-58

Author(s):

Virgene Martin ◽

Roger Martin ◽

Lawrence Hapeman

Keyword(s):

High School ◽

High School Students ◽

Visually Impaired ◽

College Preparation ◽

College Preparatory ◽

Rehabilitation Counselors ◽

Summer Program ◽

School Students ◽

Preparatory Program ◽

Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

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Listening: A Teachable Skill for Visually Impaired Persons

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7907300204 ◽

1979 ◽

Vol 73 (2) ◽

pp. 59-67

Author(s):

Robert W. Bischoff

Keyword(s):

Visually Impaired ◽

Listening Skills ◽

Compressed Speech ◽

Visually Impaired Students ◽

Visually Impaired Persons

Reviews the literature on listening and describes ways of helping visually impaired students to improve their listening skills. Discusses advantages of compressed speech.

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Teaching an Innovative E-learning Design Program for Visually Impaired Students

Advances in Intelligent Systems and Computing - Advances in Design for Inclusion ◽

10.1007/978-3-319-60597-5_42 ◽

2017 ◽

pp. 441-451

Author(s):

Theresa Lobo

Keyword(s):

Visually Impaired ◽

Learning Design ◽

Design Program ◽

E Learning ◽

Visually Impaired Students

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MAPVOICE: COMPUTATIONAL TOOL TO AID IN LEARNING CARTOGRAPHY FOR THE VISUALLY IMPAIRED

Boletim de Ciências Geodésicas ◽

10.1590/s1982-21702018000100005 ◽

2018 ◽

Vol 24 (1) ◽

pp. 58-68

Author(s):

Leonardo Carlos Barbosa ◽

Lucilene Antunes Correia Marques de Sá

Keyword(s):

Satisfactory Result ◽

Visually Impaired ◽

Teaching Assistants ◽

Basic Education ◽

Thematic Maps ◽

Computational Tool ◽

Geography Teaching ◽

Physical Environments ◽

Visually Impaired Students ◽

Geographical Space

Abstract: In Brazil, the LDB - Law of Guidelines and Bases nº. 9394(Brazil, 1996) and the PCN - National Curricular Parameters, determines that the Geography discipline is recognized as autonomous and should not be understood as a complement to other disciplines. In this way, the improvement in Geography teaching passes through cartographic literacy. The focus is on offering the student the capacity to carry out the appropriation, analysis, reflection and criticism on geographical space. In this way, this paper presents a resource that consisted of the development of the application called MapVoice. The purpose of the software is to enable Blind or visually impaired students, from basic education, in the learning of Cartography in Geography classes. MapVoice provides the understanding and interpretation of physical environments transformed into thematic maps based on data from the 2010 Brazilian Demographic Census executed by IBGE. The software used sound and image resources developed for Windows environment. The research concludes that it is necessary to prepare the infrastructure of the schools for the reception of these students, but mainly the continuing training of teachers and teaching assistants. Mapvoice was tested at the Institute of the Blind for validation, achieving a satisfactory result and making enthusiasm for the development of new researches.

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Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽

10.1177/2158244018807791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880779 ◽

Cited By ~ 2

Author(s):

Edward Asamoah ◽

Kwadwo Ofori-Dua ◽

Ebenezer Cudjoe ◽

Alhassan Abdullah ◽

Joy Ato Nyarko

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Visually Impaired ◽

Educational Institution ◽

Phenomenological Approach ◽

Eastern Region ◽

Inclusive School ◽

Visually Impaired Students ◽

Equal Educational Opportunities ◽

Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

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