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This article outlines an innovative procedure to improve the accessibility of Mathematics for secondary school students with visual impairments. Using LATEX, a widely used typesetting system, a transformative approach is developed that converts traditional mathematical content into three accessible formats: PDF, MathJax and LAMBDA. Central to this system is the integration of alternative text, which offers full descriptions of images and mathematical formulae and promotes a richer understanding of its content. The broader implications of this project include the introduction of novel teaching models for educators, enhanced accessibility of Mathematics programmes, and the potential to encourage the enrolment of visually impaired students in science degree courses. Ultimately, this work contributes to the creation of the conditions for the development of an inclusive and barrier-free learning environment in Mathematics education. [ABSTRACT FROM AUTHOR]

A variety of pedagogical practices have been proposed, described, and promoted by scholars in an effort to help enhance the experiences of visually impaired students in integrated physical education. Trained peer tutoring, where a nondisabled student is trained to serve as a peer tutor for a disabled student, is among them. However, little research has been done that engages directly with visually impaired students about their views and experiences with these pedagogical practices. Using belonging as a conceptual lens to guide and inform methodological and data interpretation decisions, our purpose was to elicit the views of visually impaired youth regarding the use of trained peer tutors in integrated physical education classes. Sixteen visually impaired youth completed two interviews about their views toward physical education generally and the concept of peer tutoring specifically. Interviews were conducted via video conference technology, and were recorded, transcribed, and subjected to thematic analysis. Three interrelated themes were constructed that depict the participants views toward the concept of peer tutoring: (a) peer tutoring might enhance belonging ... maybe, (b) shouldn't this just happen naturally?, and (c) this is not for me. The themes provide insights into the views of visually impaired youth toward peer tutoring as a strategy that may not be supportive of feelings of belonging within integrated physical education. Rather, participants were largely dismissive of the strategy, suggesting that any help needed within this context should be navigated outside of formal pedagogical strategies that may alienate visually impaired students by identifying them as 'needing help'. These findings support suggestions for physical educators to implement this practice only after first permitting students to engage with friends to navigate physical education spaces, and then only afterwards at the discretion of the student. [ABSTRACT FROM AUTHOR]

Postgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regarding teaching pupils with VI into practice, as they embark upon their careers. Existing literature highlights variation across initial teacher training (ITT) in relation to what is taught regarding special educational needs, this is generally due to time constraints on one year ITT courses. The findings indicate these experiences have implications for practice. through following their journey, initially PGCE trainees were apprehensive about working with pupils with VI. However, facilitating the art education project enabled PGCE trainees to become more confident working with pupils. PGCE trainees were able to develop as teachers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Assistive technology (AT) has recently received considerable attention around the world. Studies have shown poor access to assistive technology for visual impairment (ATVI) in schools for the blind in India. The present article aimed at designing a school-based model to improve AT access in schools and provide hands-on training, and identify types of ocular morbidities present among students. Methods: The vision rehabilitation (VR) team of a tertiary eye-care center visited schools for the blind as a part of community-based VR services. The team conducted a basic eye examination and assessed best-corrected vision acuity (BCVA) and provided VR services. Furthermore, two schools were selected to establish an ATVI learning center as a pilot model. Results: In total, 1887 students were registered for VR and obtained their disability certificates in 2019-20. Retina problems (25.7%), globe abnormalities (25.5%), optic nerve atrophy (13.6%), and squint (12.0%) were common ocular problems identified in students. Around 50.3% of students had BCVA3 1/60 in the better eye who would be benefited from visual-based AT, and the remaining students with visual substitution AT. Further, 20.8% of them who had near vision between N18 to N24 would be benefitted from large print books. Two schools were provided ATVI with support from the WHO. Familiarization, demonstration, and initial training for ATVI were carried out. Conclusion: A sizable number of the students would be benefitted from visual-based AT apart from visual substitutions AT. Students were interested to have such ATVI centers in the school for academic and non-academic skills development. [ABSTRACT FROM AUTHOR]

In the context in which inclusive and integrated education tends to become a reality of the Romanian education system, it is essential to consider assistive technologies as an important resource in the educational process of visually impaired students. The main purpose of our research is to reflect on the importance of raising awareness among educational actors regarding the use of assistive technology for visually impaired students.By implementing assistive technologies as an essential part of the curriculum, teachers can sustain students by providing specific support to solve learning problems while promoting independent learning. In addition to specific educational programs/activities (early intervention, complex and integrated educational therapy, compensation therapies), teachers must develop and refine methods of integrating assistive technologies into teaching-learningassessment activities. We described the process by which specialists from international school systems manage to integrate assistive/access technologies andunderlined the specific progress made in our country in this field. [ABSTRACT FROM AUTHOR]

This paper reports on teachers' and students' perceptions about the effectiveness of computer use to enhance the teaching and learning of chemistry in inclusive classrooms. This study aims to investigate how students with visual and those with hearing disabilities can easily access chemistry instructions. The study adopted a mixed-method approach where the qualitative and quantitative data were collected. A survey questionnaire was used to collect data from 15 chemistry teachers. Besides, a semi-structured interview was used to collect qualitative data from 10 students comprising 5 students with hearing disabilities and 5 students with visual disabilities from five inclusive schools selected purposely. The quantitative data were analyzed by descriptive statistics whereby percentages were computed. The qualitative data obtained through interviews were analyzed by discourse and interpretive approaches. The results revealed that the computer is effective for teaching chemistry since it supports students with hearing and visual disabilities to learn chemistry. Moreover, a computer helps teachers to teach chemistry concepts and share with students the required chemistry resources in their learning. This encourages learners to explore new concepts, brainstorm and search for relevant information for both teachers and students. The lack of enough computers adapted by students with hearing and visual disabilities and the limited teachers' training in teaching students with disabilities were reported by some teachers as challenges. Therefore, the provision of computers and teachers' training to deal with every student's differences and needs were among the suggested potential solutions. [ABSTRACT FROM AUTHOR]

The increased awareness of the value of physical activity by introducing sports and games in the Physical Education curriculum of special education (SPED) schools in the Philippines has been both a trend and a challenge in program planning, implementation, assessment, and professional background of teachers. To evaluate the benefits of learners' participation in physical activity, this study, therefore, measured and evaluated the health-related physical fitness status of learners in an educational institution for the visually impaired in the Philippines. The health-related physical fitness levels of blind or braille user learners (N = 12) were measured utilizing the following standardized tests: body mass index (BMI); modified sit and reach and zipper tests (flexibility); vertical jump test (power); fourlevel sit-ups (core strength); and 3-minute step test (cardiorespiratory endurance). Overall results revealed that the participants' health-related physical fitness levels were below normative standards for fitness. Interviews among the special education teachers of the institution also revealed that their minimal training on fitness testing and physical activity programming, including the scarcity of materials and equipment, emerged as common problems encountered by them as far as fitness is concerned. Given the proper training on the conduct and monitoring of physical fitness tests and the facilitation of physical activity-related programs, special education teachers will be able to address the children's needs in physical activity, fitness, and leisure programs. The results of the study will serve as inputs toward the development of a comprehensive fitness and leisure program, especially in SPED schools. [ABSTRACT FROM AUTHOR]

This article examines the accessibility and usability of library websites to students with visual and physical disabilities in public universities in Kenya. The study used survey research design and adopted a mixed methods approach. Data were gathered using survey questionnaire, focus group discussions, structured interviews, and observation. The study population consisted of six public universities that had a longstanding tradition of enrolling students with disabilities. Census was used to obtain a study sample comprising of students with visual disabilities (86), students with physical disabilities (91), University Librarians (6), Personnel from Disability Mainstreaming departments (6), Systems Librarians (6) and Library Personnel who provided information services to students with disabilities (133). The Social Model of Disability and IFLA Access to Libraries for Persons with Disabilities checklist were used as conceptual and theoretical framework in the study. Study results revealed that all the libraries had library websites. However, the websites did not have disability services page or information specific to individuals with disabilities. Also a section of students with disabilities lacked awareness of the existence of library websites and e-resources available through them. Additionally, the website design posed various access challenges. The study concluded that people with disabilities were excluded from access and use of library websites in public universities. The authors recommended that library websites must contain disability services page containing information specific to persons with disabilities. Moreover, libraries should evaluate their websites to ensure compliance with W3C requirements for web content accessibility. Additionally, libraries should develop disability policy to provide guidance on provision of information services to persons with disabilities.

Copyright of Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The COVID-19 outbreak poses a global crisis in health care delivery system, including habilitation and rehabilitation services. In this study, we shared our experiences on telerehabilitation services established primarily for students with visual disabilities (SwVD) amidst COVID-19 pandemic and its outputs. Methods: Following the lockdown declared on March 23, 2020, the rehabilitative team of a tertiary eye center in north India received information that many visually challenged students (VCS) were stranded in schools for the blind in Delhi, and feeling with anxiety and panic in absence of teachers. Shortly, the room for vision rehabilitation clinic was set-up for telefacilities. The intended services were explained while disseminating the mobile numbers. A semi-structured questionnaire consisting of closed and open-ended was developed to record COVID-19 knowledge and concerns. Inductive content analysis was used to report the qualitative information. Results: As of June 30, 2020, a total of 492 clients contacted the team, with maximum from Delhi (41.5%), and predominantly males (78.8%). Around 80.3% of callers were VCS with age range of 11 to 30 years. The two most frequently encountered health needs were itching in eyes (36.1%) and headache (29%). Television news was the most used medium among callers to get COVID-19 information. Cough is a less frequently known mode of transmission (28%), similarly handwashing as a less known for prevention (17.2%). Eight concerns were recorded based on qualitative data analysis. Conclusion: Telerehabilitation provides valuable insights and has the potential to address various concerns, uncertainty, anxiety, and fear among VCS during the pandemic.

Reviews related empirical and theoretical literature on the information behaviour of students living with visual impairments in university libraries. The literature reviewed show that students living with visual impairments in University libraries need information for writing assignments, tests, examinations, research and more like their counterparts without visual impairments. In addition, the sources of information preferred by students living with visual impairments include library staff, classmates, friends, readers employed by disability units to assist them to read, OPAC and databases. Furthermore, their preferred sources of information should be appropriately packaged in print and electronic formats. The literature further reveals that assistive technologies can effectively be used to facilitate access to information by students living with visual impairments in University libraries. It was revealed that shortage of information resources in Braille and large print, inaccessible library buildings and lack of assistive technologies are the major challenges affecting access to and use of information by students living with visual impairments. Therefore necessary policy and practical interventions where they do not exist should be promulgated so that assistive technologies, infrastructure (e.g. building layout) and resources are made available to alleviate these challenges facing students living with visual impairments in the universities. [ABSTRACT FROM AUTHOR]

The study aims to understand the process of inclusion of a student with visual impairment in mathematics classes in a public basic education institution in Paraná. The methodological approach adopted is exploratory research, with qualitative content analysis, from Bardin (2011). The referrals for the analyses were supported by Vigotski's historical-cultural theory and Galperin's step assimilation theory. Data recording was collected through systematic observations in the class in which the student was enrolled, along with semi-structured interviews with the establishment principal, the mathematics teacher, and the participating student. The results were systematized into two categories: a) methodological processes and didactic resources used in mathematics teaching for students with visual impairment; b) process of inclusion in the school environment. It was found that the school institution investigated seeks to offer an inclusive education, however, many challenges and barriers are present in the implementation of the inclusion of the student, such as the overcrowding of the class, the lack of teacher training for inclusive education, the lack of adapted materials, the absence of tactile floor in school, and other forms of structural accessibility. [ABSTRACT FROM AUTHOR]

In recent years, research examining the perspectives of individuals with visual impairments toward the inclusiveness of their experiences in physical education has revealed that feelings associated with inclusion are largely unavailable. Notably, individuals with visual impairments have revealed feelings of frustration and disappointment with being discriminated against by their teachers, who may unknowingly contribute to peers' understanding of students' abilities by communicating ideals of inability. To extend this line of inquiry, this study focused on exploring the role that access plays in informing the perceptions of those with visual impairments toward the inclusiveness of their experiences in physical education. Nine adults with visual impairments were interviewed about their perceptions of their experiences in integrated physical education, and reflective interview notes were recorded. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. Three cascading themes were constructed based on points of access that were identified as salient across the participants' reflections: (a) 'A lot of times it was in a separate room ... because they didn't want to mess with me': Accessing physical spaces, (b) 'I was with them, but I wasn't': Accessing activities within spaces, and (c) 'The rest of the time I would just stand there and look stupid': Accessing meaningful participation. The cascading themes provide a hierarchy of access points, where individuals must first be provided access to the physical space in which activities occur, then they must be permitted access to activities when in that space, and finally must be provided appropriate accommodations which lead to meaningful participation within those activities. These findings provide support for the assertion that while entry into an integrated space and access to the activities of that space are the first steps toward inclusion, they are not enough to guarantee that students feel included within that space. [ABSTRACT FROM AUTHOR]

This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/faculty members who instruct these students together with other students. Data were collected through semi‐structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader‐related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI. [ABSTRACT FROM AUTHOR]

The preponderance of visually oriented and visually complex concepts and information in science classrooms poses significant challenges to learning among students with visual impairment (VI). It is acknowledged that the good quality of practical work promotes the engagement and interest and curiosity of students as well as developing a range of skills, science knowledge, and conceptual understanding. Specifically, this study examined the contribution of activities and materials developed for teaching science to students with VI which are found difficult to comprehend even by the sighted students. The research was carried out in three steps. In the first step, the exploratory case study was used in order to identify the needs of the students. In the second step, instructional materials and activities were designed to meet the needs of students. In the last step, the evaluative case study was used to examine the effectiveness of the designed activities and activity materials. In conclusion as students with VI are easily distracted by unnecessary details, it is equally essential to design materials and activities to be as simple as possible, as well as focusing on only few core ideas in each practical work, rather than covering several ideas through a single activity. [ABSTRACT FROM AUTHOR]

This article examines the accessibility and usability of library websites to students with visual and physical disabilities in public universities in Kenya. The study used survey research design and adopted a mixed methods approach. Data were gathered using survey questionnaire, focus group discussions, structured interviews, and observation. The study population consisted of six public universities that had a longstanding tradition of enrolling students with disabilities. Census was used to obtain a study sample comprising of students with visual disabilities (86), students with physical disabilities (91), University Librarians (6), Personnel from Disability Mainstreaming departments (6), Systems Librarians (6) and Library Personnel who provided information services to students with disabilities (133). The Social Model of Disability and IFLA Access to Libraries for Persons with Disabilities checklist were used as conceptual and theoretical framework in the study. Study results revealed that all the libraries had library websites. However, the websites did not have disability services page or information specific to individuals with disabilities. Also a section of students with disabilities lacked awareness of the existence of library websites and e-resources available through them. Additionally, the website design posed various access challenges. The study concluded that people with disabilities were excluded from access and use of library websites in public universities. The authors recommended that library websites must contain disability services page containing information specific to persons with disabilities. Moreover, libraries should evaluate their websites to ensure compliance with W3C requirements for web content accessibility. Additionally, libraries should develop disability policy to provide guidance on provision of information services to persons with disabilities. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 outbreak poses a global crisis in health care delivery system, including habilitation and rehabilitation services. In this study, we shared our experiences on telerehabilitation services established primarily for students with visual disabilities (SwVD) amidst COVID-19 pandemic and its outputs. Methods: Following the lockdown declared on March 23, 2020, the rehabilitative team of a tertiary eye center in north India received information that many visually challenged students (VCS) were stranded in schools for the blind in Delhi, and feeling with anxiety and panic in absence of teachers. Shortly, the room for vision rehabilitation clinic was set-up for telefacilities. The intended services were explained while disseminating the mobile numbers. A semi-structured questionnaire consisting of closed and open-ended was developed to record COVID-19 knowledge and concerns. Inductive content analysis was used to report the qualitative information. Results: As of June 30, 2020, a total of 492 clients contacted the team, with maximum from Delhi (41.5%), and predominantly males (78.8%). Around 80.3% of callers were VCS with age range of 11 to 30 years. The two most frequently encountered health needs were itching in eyes (36.1%) and headache (29%). Television news was the most used medium among callers to get COVID-19 information. Cough is a less frequently known mode of transmission (28%), similarly handwashing as a less known for prevention (17.2%). Eight concerns were recorded based on qualitative data analysis. Conclusion: Telerehabilitation provides valuable insights and has the potential to address various concerns, uncertainty, anxiety, and fear among VCS during the pandemic. [ABSTRACT FROM AUTHOR]

In an attempt to better prepare prospective PE teachers for teaching pupils with disabilities, our research takes up the call of Sparkes, A., Martos-Garcia, D., & Maher, A. (2019). Me, Imperfect Osteogenesis and my classmates in physical education lessons: A case study of embodied pedagogy in action. Sport, Education and Society, 24(4), 338–348 [for an accumulation of 'case studies involving teacher educators attempting to put embodied pedagogy into action' (p. 10). We used snapshot vignettes to reflect on our experiences of delivering learning activities that endeavoured to enable 90 prospective PE teachers to (1) simulate visual impairment (VI); and (2) plan and deliver learning activities to peers who were simulating VI. Our discussion centres on the authenticity of simulations and the pedagogical development of prospective PE teachers. From our observations, we remain sceptical about the extent to which the non-disabled Self can empathise with the disabled Other through embodied simulation because of the ease at which the Self could and would step out of the shoes of the Other by removing blindfolds. This disrupted attempts to blur the lines between the prospective PE teachers' Self and the disabled Other, and thus the extent to which knowledge of the disabled Other in PE was embodied. We did observe, however, some positive pedagogical developments during simulations. These included increased: clarity and precision of verbal instructions; use of pedagogical touch; knowledge of how to adapt learning activities; and critical thought about the concept of educational inclusion. To finish, we argue that the simulation of VI appears to impact positively of the inclusive pedagogies of our prospective teachers, but we call for future research that explores the ethics of these simulations. [ABSTRACT FROM AUTHOR]

Diversity in education is not about different races only; in the South African context it also refers, for instance, to types of schools or different learning styles. Inclusivity in education thus refers to all learners, regardless of their abilities, being noticed and encouraged to share and learn in the same space. However, the South African education system is still struggling to ensure that learners with disabilities, especially those with visual impairment, are fully catered for in mainstream schools. In the study reported on here a qualitative research methodology was used to collect data through semi-structured interviews and observations with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated in mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced, and teacher support reviewed while involving parents of visually impaired learners in their children's schooling. [ABSTRACT FROM AUTHOR]

The use of advanced IT applications has enabled the university libraries to provide innovative library services to their patrons. While the general students are getting all required services from the libraries, the students with visual impairment have continued to face challenges in accessing the library collection. The technology to help overcome these challenges is available today in the form of assistive technology (AT). Unfortunately, a majority of the university libraries in the country do not have this technology in their libraries due to which a huge amount of information stored in the books and journals subscribed by them has become out of reach of the students with visual impairment. The present study was conducted to ascertain the status of AT to support students with visual impairment in university libraries. The study which has covered around 185 universities, provides the first systematic exploration of the status of AT in university libraries in India. The major findings of the study in context of university libraries in India are: 12.97 per cent having Braille Books in their collection; 22.70 per cent have made provision for AT for students with visual impairment; 22.70 per cent have accessible library websites; 21.08 per cent have designated staff members to serve the students with disabilities; 22.70 per cent have 'written disability policy or 'documented minutes' related to the 'library services for the students with disabilities'. [ABSTRACT FROM AUTHOR]

This study explored library services for students with visual impairment in Nigerian universities. The study had four objectives. Survey designs were employed on a census of 341 students from six federal universities. Data collection from students was through a questionnaire. Twentyfour librarians were purposively selected from the universities, and interviews were used for data collection. Data from the questionnaire were analysed using frequency counts and percentages while the data from the interviews were transcribed, coded, sorted, with relevant themes identified. The findings showed that library policy and technical and personnel factors affect library services delivery to students with visual impairment. The study recommended amongst others that university libraries should conduct user-satisfaction studies regularly to ensure that their services meet clients' expectations. [ABSTRACT FROM AUTHOR]

Tolerance, in its broadest sense, can be understood as accepting all the differences in the society. Some people in society have limitations on certain parts of their bodies or their organs, which can lead to impairment on their physical functioning. Some of these people in society who have disabilities are those who have sight impairments. In order for blind people to be able to function in society in the same manner as other individuals it is possible that they can receive a private education in a similar manner to other people with disabilities. In Cyprus, the first school for the sight impaired was established under the British administration. The institution was opened in Nicosia in 1929 under the initiative of the wife of the Governor Ronald Storss as the St. Barnabas School for Blind Children, where Greek Cypriots and Turkish Cypriots had the opportunity to be educated together. By the end of 1963, the Turkish Cypriot sight impaired children from various regions of the island were educated at St. Barnabas School for the Blind. At the school, English, Greek and Turkish teachers worked together. The main aim of the school was to educate the blind children and reintegrate them into the society. In the present study, information obtained from Blue Book and Cyprus Gazette has been supported by the information compiled from domestic and foreign publications as well as verbal sources. Consequently, it is understood that children in society who became blind for various reasons were educated at the St Barnabas School for Blind Children. [ABSTRACT FROM AUTHOR]

The article explores the Universal Design for Learning framework as a tool for culturally and linguistically responsive lesson planning. Topics discussed include steps taken by teachers to make literacy instruction accessible for English Language Learners (ELLs); barriers to literacy in context of teaching and learning such as students with visual processing difficulties; and ways to remove barriers to learning through multiple means of representation and recognition of biases.

Despite the availability of assistive technology frameworks as a tool to aid in the process of decision making, teachers of students with visual impairments in Singapore have had little awareness of or experience in using such frameworks to guide them when making choices about assistive technology. Much of the selection had previously been made mainly on observations, intuitions and general recommendations, rendering the decision‐making task subjective and overwhelming. This article presents the trial experience of three teachers with the Wisconsin Assistive Technology Initiative (WATI). Participants compared and contrasted their experience with and without WATI in their work with students, reflecting on its application to their work. While the systematic approach towards considering assistive technology emerged as a strong reason for the framework, administrative demands including time and knowledge in assistive technology were some reported challenges. This article reports on the teachers' initial impressions and puts forward some recommendations for adopting WATI. [ABSTRACT FROM AUTHOR]

The paper describes the participation of students with visual impairments (VI) and blindness in the 'Cycle of Internalized Learning ' (CIL) program, and reports on the follow along study that accompanied the program. The CIL is a teaching program based on a constructivist approach that focus on learning based on authentic and relevant issues conducted in-group interactions. The research question w as- will participants' reports following CIL specially design program indicate a process of empowerment? The study used qualitative methodology highlighting participants' own voices. The research tool was the students' personal logbooks. Nine students with VI and blindness, aged 24-35, studying in universities and colleges in Israel participated voluntarily in 14 meetings of 4 hours each during the semester. Analysis of students' logbooks revealed that the program influenced both social and personal dimensions in students' life, enhancing their social coping competences. The findings of this study demonstrate the potential benefit of this program for more learners, with or without disabilities. [ABSTRACT FROM AUTHOR]

We explore the experiences of Nick, a secondary school student with vision impairment in an Australian mainstream school in this study, and we particularly focus on whether he perceived his education as inclusive. We have used Interpretative Phenomenological Analysis in this single individual case as this approach explores our participant's understandings which may be revealed by close examination of mindful experiences. The "gem" spoken by Nick (pseudonym), our 16-year old participant, was "They accept me, like as in I am there, but they just won't talk to me." This statement summarises his sense of not belonging, of being other, and of being bullied. The inability of his school to provide an inclusive education was apparent to him, and his often-unfulfilled need for access to specialist teachers of vision impairment is explored. Our study includes vivid quotes from Nick to bring his voice to our phenomenological interpretation. [ABSTRACT FROM AUTHOR]

The main goal of this study was to design, and confirm the efficiency of, a formative Physical Education program with the purpose of improving schoolchildren’s attitudes towards people who have a visual impairment. The participants were 910 students aged 9 to 13 years old from the region of Castilla-La Mancha (Spain). Participants simulated visual impairment during eight Physical Education sessions within the context of play and a sports-based learning environment. They completed an attitudinal questionnaire both pre and post the intervention. The author’s (2018) aim was to evaluate children’s attitudes toward both visual impairment and integrated Physical Education CAIPE-R (Block, 1995). Both a descriptive and comparative analyses, as well as ANOVA, were conducted. The results indicated a significant improvement in children’s attitudes toward those with visual impairment. Therefore, this program would be efficacious when applied in schools in the future in order to promote a better attitude toward inclusion. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes a lesson plan for kindergarten students with visual impairments which incorporate the orientation and mobility curriculum.

Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret these experiences and examine how accommodations were made to facilitate participation. Focusing specifically on ‘curriculum access’, the results highlight the importance of accommodations that are progressive and mutual. The accommodations come in many forms and include: the provision of resources through nationally based schemes (e.g. the Disabled Students Allowance in the UK); the support, adjustments and anticipatory adjustments HE institutions should provide; and the study skills and independence skills individual students should be able to act upon. The findings showed that while the majority of participants reported that their HE institution made some adjustments to enable them to access their course, a lack of anticipatory adjustments created barriers. The most common compensation for this barrier was to provide deadline extensions, often resulting in additional pressure on other aspects of the course. Interviews with university staff highlighted limited specialist knowledge and resources within their institutions to enable accommodations for students with VI and, more broadly, understanding of how to develop an inclusive learning experience. The findings also highlighted expectations made of the learner, particularly being able to explain their required adjustments and having well-developed independent study skills. The paper has particular relevance to HE institutions in that it provides a model to aid interpretation of their role in creating an inclusive learning experience for students with VI. It also offers a reference point for professionals supporting young people with a broader range of disabilities in considering how best to prepare them for life after compulsory education. [ABSTRACT FROM PUBLISHER]

Using the data set from teachers and students and utilising both qualitative and quantitative techniques for analysis, I discuss teaching style considerations in Nepal’s mainstream schools for students with visual impairments. Results of the econometric analysis show that teachers’ years of schooling, teaching experience, and using blackboard were positively correlated to teaching style adjustment, whereas negative correlation of their age indicated that younger teachers are more likely to adjust their teaching styles for disabled students. Additionally, in the descriptive analysis of particular teaching style considerations implemented by teachers, explaining more; more interactions; simultaneously reading out while writing on the board; and placing students with visual impairments in the front bench with other academically sound students were reported as some of the basic pedagogical adjustments made in the classroom. Providing disability-specific training programmes for teachers and making arrangements of sufficient educational materials and support provisions are suggested as some of the implications towards improving teaching in mainstream classroom through which quality, equality, and inclusion in education could be achieved. [ABSTRACT FROM PUBLISHER]

Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience. [ABSTRACT FROM PUBLISHER]

This work discusses the construction and evaluation of a digital thermometer especially designed to be operated by people with visual disabilities. The accessibility thermometer can be used as an educational tool in practical activities in classes for sighted and visually impaired students, with the aim of helping those with special needs gain better access to the scientific world. The thermometer measuring scale ranges from −15 °C up to 115 °C, and the temperature is informed through beeps and vibration pulses similar to Morse code. Two thermometers were used to calibrate the constructed instrument, a LM35 sensor and a 7mercury thermometer; good agreement between the measured temperatures was shown through a linear correlation of 0.9997 with the LM35 sensor. Tests carried out with blind students show that this instrument could be an important tool in helping them to better understand the proper scientific concept of temperature. Besides being low cost, the device is user-friendly and provides quick response and good reproducibility. [ABSTRACT FROM AUTHOR]

Students with visual impairment (VI) lack access to the same models and reinforcers as students with sight. Consequentially, behaviors that children with sight acquire through observation must be explicitly taught to children with VI. In addition, children with VI have difficulty maintaining such behaviors. Therefore, interventions that promote self-management of students’ own behavior are desirable. In this study, three adolescents used self-talk to increase chewing with a closed mouth during mealtimes. We used explicit instruction to teach students the target behavior and to use a small vibrating device as a reminder to self-talk during mealtimes. Prompts were faded as participants increased chewing with a closed mouth. Following mealtimes, performance feedback and reinforcement were provided. All students increased percentage of intervals chewing with a closed mouth immediately at the start of intervention and maintained this behavior for up to 1 month post-intervention. Implications for practice and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

There have been a number of crowdsourcing projects to support people with disabilities. However, there is little exploration of what motivates people to participate in such crowdsourcing projects. In this study we investigated how different motivational factors can affect the participation of people in a crowdsourcing project to support visually disabled students. We are developing "DescribeIT", a crowdsourcing project to support blind and partially students by having sighted people describe images in digital learning resources. We investigated participants' behavior of the DescribeIT project using three conditions: one intrinsic motivation condition and two extrinsic motivation conditions. The results showed that participants were significantly intrinsically motivated to participate in the DescribeIT project. In addition, participants' intrinsic motivation dominated the effect of the two extrinsic motivational factors in the extrinsic conditions. [ABSTRACT FROM AUTHOR]

The purpose of this research was to design, implement, and evaluate the usability of a digital pilot system that adapts the Language and Communication subject matter section of the PSU (Chilean university entry exam), allowing for equal and autonomous participation by learners with visual disabilities in the university selection process. The study was carried out in two stages during the years 2010 and 2012. The pilot project was carried out in December 2010 in three different regions of Chile, at the same time as the regular process for taking the PSU. Based on the initial results from 2010, the system, named AudioPSU, was redesigned, implemented, and evaluated in order to design the final version. The results for the final version of AudioPSU demonstrate a high level of usability. This work also provides a detailed analysis and discussion of the results obtained in 2012, as well as future directions regarding the issue at hand. [ABSTRACT FROM AUTHOR]

Background: Clinical placements in acute hospitals present challenges for students with vision impairment who are being educated as health care professionals. Legislation in Australia supports reasonable adjustments to education, thus students with vision impairment have completed accredited courses and gained professional registration. However the implementation of inherent requirement statements suggesting that adequate visual acuity is required to complete a physiotherapy program may create barriers to access for such students. Methods: We describe features that contributed to a successful physiotherapy clinical placement in an acute hospital setting for a student with vision impairment and use this experience to prompt debate about the use of inherent requirement statements. Findings: Planning, consultation, collaboration and problem solving commencing from the time of program entry were integral to clinical placement preparation for this student. Individualised adjustments (including a support worker for reading screens and medical records) and the student's specific qualities (professionalism, communication, problem solving, memory, kinaesthetic abilities) contributed to a successful outcome. Discussion: Reflecting on this experience and published inherent requirements, there is an apparent lack of involvement of people with disability in the development of inherent requirement statements; we question the need for this level of regulation; and discuss the potential impact of inherent requirement statements on the health workforce. Summary: This experience demonstrated that an individualised approach to reasonable adjustments for a student with a disability was successful in an acute hospital setting. The implementation of inherent requirement statements may systemically reduce the capacity of education providers to develop such bespoke solutions and deserves further debate. [ABSTRACT FROM AUTHOR]