scholarly journals Experiences of visually impaired students in higher education: bodily perspectives on inclusive education

2016 ◽  
pp. 1-12 ◽  
Author(s):  
Heidi Lourens ◽  
Leslie Swartz
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Visually Impaired Students

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

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
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.

Funding Sources for Visually Impaired Students in Higher Education

1987 ◽  
Vol 81 (10) ◽  
pp. 472-476
Author(s):  
M. Traber
Keyword(s):  
Higher Education ◽  
Vocational Rehabilitation ◽  
Financial Aid ◽  
Federal Government ◽  
Visually Impaired ◽  
Funding Sources ◽  
Visually Impaired Students ◽  
Aid Programs

Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

scholarly journals Poor English Skills among Visually Impaired Students, Overall Growth Retardation

2020 ◽  
Vol 8 (2) ◽  
pp. 37-39
Author(s):  
Anjum Khan ◽  
Raichel M Sylus
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Growth Retardation ◽  
Visually Impaired ◽  
Education Level ◽  
Relevant Case ◽  
Visually Impaired Students ◽  
The Way

The present paper identifies ‘poor English skills’ among visually impaired students as one of the most drastic challenges at the higher education level. It attempts to cogitate on the factors which pave the way for this stark condition. To analyze the causes for this stipulation, two relevant case studies are furnished. An appraisal of these cases facilitates in understanding the downside of the existing systems in schools. The magnitude of the problem advocates intervention at the basic and early levels.

scholarly journals O Diálogo com estudantes com deficiência visual (Dv’s ) como Instrumento Formativo para um Ensino de Matemática InclusivoThe dialogue with visually impaired students as a formative tool for an inclusive mathematics teaching

2020 ◽  
Vol 22 (2) ◽  
pp. 281-311
Author(s):  
Tiago Pereira ◽  
Fábio Alexandre Borges
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Visual Impairment ◽  
Mathematics Teaching ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Education Students ◽  
Teaching Support ◽  
Visually Impaired Students ◽  
Inclusive Schooling

ResumoNeste trabalho discutimos alguns aspectos apresentados por estudantes com deficiência visual quanto às suas respectivas escolarizações inclusivas enfocando a disciplina de matemática. Foram entrevistados quatro sujeitos, atuais acadêmicos no ensino superior, por meio de entrevistas semiestruturadas, que foram norteadas por um roteiro de perguntas construído com subsídios de uma revisão bibliográfica anterior. Na análise, empregamos os pressupostos da análise de conteúdo, e para expormos nossos resultados, utilizamos categorias elencadas por meio das convergências existentes nas falas dos entrevistados. As categorias identificadas foram: a diferenciação docente de conteúdos e atividades escolares entre estudantes com deficiência visual e videntes; o desconhecimento docente das necessidades educativas do aluno com deficiência visual; negligências/omissões docentes no ensino de estudantes com deficiência visual, incluso quanto aos seus aprendizados; tentativas isoladas de apoio docente como reflexo da falta de um trabalho coletivo escolar mais amplo.Palavras-chave: Deficiência visual, Ensino de matemática inclusivo, Narrativas de estudantes.AbstractIn this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work.Keywords: Visual impairment, Teaching of inclusive mathematics, Narratives of students.ResumenEn este artículo se discuten algunos aspectos presentados por estudiantes con discapacidad visual sobre su escolarización inclusiva con enfoque en matemáticas. Cuatro sujetos, estudiantes actuales de educación superior, respondieron entrevistas semiestructuradas que preparamos basados en un guión de preguntas construido con subsidios de una revisión bibliográfica previa. En el análisis, usamos los supuestos del análisis de contenido, y para exponer nuestros resultados, usamos categorías listadas a través de las convergencias existentes en las declaraciones de los encuestados. Las categorías identificadas fueron: la diferenciación docente del contenido y las actividades escolares entre estudiantes con discapacidad visual y con videntes; el desconocimiento de los profesores sobre las necesidades educativas del alumno con discapacidad visual; negligencia / omisiones en la enseñanza de estudiantes con discapacidad visual, incluido su aprendizaje; intentos aislados de apoyo a la enseñanza como reflejo de la falta de un trabajo escolar colectivo más amplio.Palabras clave: Discapacidad visual, Enseñanza inclusiva de las matemáticas, narrativas de estudiantes.

scholarly journals Cell biology for visually impaired people: a study on inclusion methodologies

2020 ◽  
Vol 9 (11) ◽  
pp. e55691110010
Author(s):  
Ruan Pablo Vieira Santos ◽  
Francisco Prado Reis ◽  
Joana Angélica Melo de Andrade ◽  
Vera Lúcia Corrêa Feitosa
Keyword(s):  
Inclusive Education ◽  
Cell Biology ◽  
Visually Impaired ◽  
Social Attitudes ◽  
Quality Education ◽  
Cell Analysis ◽  
Training Process ◽  
Qualified Teachers ◽  
Visually Impaired People ◽  
Visually Impaired Students

Introduction: Inclusive Education is a consequence of changes in social attitudes that have been established throughout history. Objective: This study analyzed the conceptions and practices of teachers who taught blind students and the benefits of using a didactic model (3D cell) adapted for these students. Methodology: 10 teachers were selected from the departments of Biology, Chemistry and Morphology at Universidade Federal de Sergipe. As for the 3D cell analysis, three visually impaired students from Biology, Physical Education and Physiotherapy courses were invited. Results: The research demonstrated the main weaknesses in the teacher training process and the little support they receive, thus leading to difficulties in the learning process and the relevance that didactic models can have in this context. Conclusion: Considering that theoretical and methodological foundations of Inclusive Education are based on a conception of quality education for the whole society, a more qualified teachers’ participation is essential to meet the educational needs of all students, with or without disabilities.

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