Developing an inclusive curriculum for visually disabled students (original) (raw)
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Understanding Education for the Visually Impaired
2021
This publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union. Co-funded by the European Union Published by AOSIS Books, an imprint of AOSIS Publishing.
Cognizance Journal of Multidisciplinary Studies (CJMS), 2024
Significant progress has been made on inclusive education for the visually impaired but achieving its smooth implementation remains a distant goal. This is the finding of the systematic review that examines the enormous difficulties that visually impaired students encounter in inclusive education environments in different locations. This paper argues that learners may experience challenges but more often, the visually impaired are the most vulnerable and often left behind, encountering multifaceted barriers that will hamper their ability to move freely and affect their quality of life. The systematic search method was employed to determine the challenges, responsiveness, and coping mechanisms employed by the visually impaired and this study involved a systematic review of qualitative. Three search engines used were– Elicit, Research Rabbit, and Semantic Scholar- resulting in reviewing 40 articles from a keyword search. Despite the different locale of the studies, the challenges encountered by the visually impaired students were almost the same. It is however worth noting that visually impaired individuals have been coping with the challenges they face in inclusive education.
A Systematic Review on Inclusive Education of Students with Visual Impairment
Education Sciences, 2020
This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers' attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short-and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.
Educating learners with vision impairment in inclusive settings
International Congress Series, 2005
Students with vision impairment who attend their local school can be expected to follow the regular curriculum taught in that school and to achieve academically with their classmates [Blatch, P. Draft standards for the education of students with vision impairment including those with multiple impairments, Newsletter of the Australian and New Zealand Association of Educators of the Visually Handicapped, 31 (1) (1997) 11-14 [2]]. This paper discusses the education of students with vision impairment in inclusive settings. It is based on an investigation of inclusive practices in two schools that catered for the needs of students with vision impairment. It focuses on access to and participation in learning. The special learning needs of these students are discussed, modifications to pedagogy, the environment and equipment are outlined and details of the expanded core curriculum are included.
INCLUSIVE EDUCATION – TEACHING OF ENGLISH AND THE VISUALLY IMPAIRED
Certain concepts in language (available in text books) are difficult for visually impaired learners. Post NCF2005, and RTE (no child out of school) inclusive education is one of the India's educational goals. Teaching therefore needs to be sensitive to the needs of various kinds of learners. The attempt made in this paper is to analyse two or three units from a tenth grade NCERT text book, to identify concepts which are problematic for visually impaired students. The paper will end with solutions for teachers of inclusive classrooms. Introduction Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. After NCF (2005) and RTE (no child outside the group) inclusive education is one of the India's educational goals. However, NCF (2005) fails to address some of the concerns of disabled students. In this paper we attempt to provide an understanding of inclusive education in the light of sighted and visually impaired learners. This paper begins with an attempt to identify, and classify areas of difficulty for visually impaired when they read and understand visual concepts from lessons in the English textbooks; to give suggestions; to create awareness among teachers; and thereby to provide solutions for teachers in an inclusive classroom.
Educating Students with Visual Impairments in the General Education Setting
2017
This research study was aimed at describing the experiences of visually impaired students and their teachers about their experiences within the general education setting. DEDICATION I would like to give thanks and praise to God for allowing me the opportunity of life; which has allowed me a chance to work toward accomplishing this goal. Secondly, I would like to thank my husband for providing "tough love" which was my encouragement to complete the goals I started, and always being supportive of my aspirations. Thanks to my son for being understanding and patient with me, even when I know it was hard on him. Next, I want to acknowledge my parents, siblings, and other supporters who stood by my side providing love, encouragement, and assistance during this process. To my sons, William and Chase, you are my motivation for every decision I make in life. I strive to learn more in each passing day, so I can touch lives; just as you have touched my life. I love you dearly. To my grandmother, Cherry Hill, this process has been difficult to endure with having you just in my memories; but I dedicate this to you to preserve your legacy. Thank you for being such a great example of a determined and hard-working woman. All your works have greatly been well-regarded. v
International journal of humanities and social sciences, 2018
The inclusion processes ranges from local and national educational projects to international policies. Since 1994, when at the World Conference on Special Needs Education held in Spain a document called the Salamanca Statement was prepared providing basic guidelines for the formulation and reform of educational policies and systems in line with the social inclusion movement, a worldwide trend has been consolidating: inclusive education has shown to be a process under construction. In it, professionalism mixes with improvisation and dedication related to overcoming obstacles, countering the discouragement and insecurity of those who are opposed to the whole process [1–3].
Including Students with Visual Difficulty within Higher Education: Necessary Steps
Exceptionality, 2017
The aim of this research study was to investigate the inclusion of students with disabilities studying in Turkish universities. Students with visual difficulty were selected as a case from 24 different universities. A survey with seven dimensions was administered to 73 students, and 12 students were interviewed. Survey and interview findings revealed both progress and, to a larger extent, dissatisfaction with (i) the physical and psychosocial environment of universities; (ii) the way diversity and disability were viewed; (iii) the way support was planned and delivered; (iv) the level and quality of communication and collaboration; (v) the teaching and learning processes; and (vi) the way higher education policy was made and implemented. Findings highlight the need for prioritizing university cultures that are inclusive of students with diverse backgrounds and translation of the inclusiveness into effective practice of providing pedagogical and material support to these students.
The needs of visually impaired learners in higher education in the UK: An international perspective.
The proportion of international students enrolling in higher educational courses in the UK is growing rapidly. As a result, many universities are becoming highly diverse educational institutions that not only welcome international students and support their exposure to different educational systems but also create an educational environment that gives the opportunity to benefit from a highly diverse pool of students. Normally, studying abroad would only be possible for those who could afford it, who desire to further their education and can meet the requirements of the institutions. However, a growing number of funding schemes focus on bringing change into the lives of talented and marginalised people. As a result, the range of opportunities has been broadened to include students from various backgrounds including those with different needs and abilities. This has diversified to some extent the range of international students who are able to further their education abroad.