Self-concept of visually impaired students in a mainstream secondary school in Hong Kong

1997 ◽  
Author(s):  
Siu-wah, Lucy Yiu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Visually Impaired ◽  
Self Concept ◽  
Visually Impaired Students

scholarly journals Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science

2016 ◽  
Vol 1 ◽  
pp. 8
Author(s):  
Celia McDonald ◽  
Susan Rodrigues
Keyword(s):  
Secondary School ◽  
Visual Information ◽  
Visually Impaired ◽  
Total Sample ◽  
School Science ◽  
Convenience Sample ◽  
Congenitally Blind ◽  
Sight Loss ◽  
Resource Material ◽  
Visually Impaired Students

Background: In this paper we report on the views of students with and without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. Method: Our findings are based on data gathered through a brief questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students’ views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. Results: Approximately 20% of the participants thought that the diagrams were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can ‘flit’ across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them ‘fliting’ could result in loss of orientation with the diagram. Conclusions: Treating sighted and visually impaired pupils equally is different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.

Anonymity of Response to Self-Evaluations: Are We Misinterpreting Self-Concept Research?

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1187-1194
Author(s):  
David Watkins ◽  
Sally Kemp
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Ability Grouping ◽  
Chinese Students ◽  
Self Esteem ◽  
The Self ◽  
Hong Kong Chinese ◽  
Self Concept ◽  
Ability Groups

This study investigated the possible effect of anonymity of response on the self-esteem of 289 12- and 13-yr.-old Hong Kong Chinese students in secondary school. Responses to the Self-description Questionnaire-1 by anonymous or non-anonymous groups differed according to the ability band of the students but not their gender. The higher the ability band, the higher was the tendency to report higher self-esteem in the anonymous condition. It is argued that researchers of self-concept may need to consider the implications of anonymity. In particular, the possibility of an interaction between anonymity and ability groups may well need to be taken into account when interpreting research into the influence of ability grouping on self-esteem.

Effects of exercise habits on visually impaired students on walking and balance ability

2019 ◽  
Vol 28 (5) ◽  
pp. 823-830
Author(s):  
Kye-Rak Choi ◽  
Si-Eun Lee ◽  
Yu-Jin Shim ◽  
Seung-Wook Choi
Keyword(s):  
Visually Impaired ◽  
Exercise Habits ◽  
Balance Ability ◽  
Visually Impaired Students

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

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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