A Systematic Review on Inclusive Education of Students with Visual Impairment

Miyauchi, Hisae

doi:10.3390/educsci10110346

Cited by 36 publications

(32 citation statements)

References 39 publications

(83 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite these resources within the university, teachers teaching VI students need to be trained to use Braille machines while teaching. Teachers should train VI students to use Braille machines in learning English (Miyauchi, 2020;Topor & Rosenblum, 2013). The students should be handled with care and ensure that their learning needs are catered for.…”

Section: Research Question 2: What Are Some Ways Of Addressing the Challenges Faced By Visually Impaired Female Students?mentioning

confidence: 99%

Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study

Almalki¹

2021

MaJER

View full text Add to dashboard Cite

The English language is an international language used to enhance communication in all parts of the world. Countries that do not use English as their first language experience challenges while on international forums as their ability to communicate is curtailed. Females, especially those with visual impairment problems, are mostly affected. This study aimed to investigate the challenges faced by visually impaired female students when studying English at Taif University. The study adopted a narrative inquiry approach. The researcher randomly selected the study participants from visually impaired female students who had an average understanding of English. Data were collected by administering structured interviews. Online questionnaires were used to collect data from foreign language instructors. The study finding indicated that learners found learning English easy, though faced with challenges in the classroom, curriculum design that is not wholly inclusive of the visually impaired, and lack of learning materials such as PDFs, audios, and visuals. Simultaneously, foreign language instructors had not attended any course to teach English to the visually impaired. Based on the study findings, teachers and students required training to understand and handle the VI (visually impaired) students with more attention since there is no direct provision in the department.

show abstract

Section: Research Question 2: What Are Some Ways Of Addressing the Challenges Faced By Visually Impaired Female Students?mentioning

confidence: 99%

Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study

Almalki¹

2021

MaJER

View full text Add to dashboard Cite

show abstract

“…Visual impairment harms the well-being of children and adults. School-aged children with vision impairments may have lower levels of academic achievement [3].…”

Section: Introductionmentioning

confidence: 99%

Characterization of English Braille Patterns Using Automated Tools and RICA Based Feature Extraction Methods

Shokat

Riaz

Rizvi

et al. 2022

Sensors

View full text Add to dashboard Cite

Braille is used as a mode of communication all over the world. Technological advancements are transforming the way Braille is read and written. This study developed an English Braille pattern identification system using robust machine learning techniques using the English Braille Grade-1 dataset. English Braille Grade-1 dataset was collected using a touchscreen device from visually impaired students of the National Special Education School Muzaffarabad. For better visualization, the dataset was divided into two classes as class 1 (1–13) (a–m) and class 2 (14–26) (n–z) using 26 Braille English characters. A position-free braille text entry method was used to generate synthetic data. N = 2512 cases were included in the final dataset. Support Vector Machine (SVM), Decision Trees (DT) and K-Nearest Neighbor (KNN) with Reconstruction Independent Component Analysis (RICA) and PCA-based feature extraction methods were used for Braille to English character recognition. Compared to PCA, Random Forest (RF) algorithm and Sequential methods, better results were achieved using the RICA-based feature extraction method. The evaluation metrics used were the True Positive Rate (TPR), True Negative Rate (TNR), Positive Predictive Value (PPV), Negative Predictive Value (NPV), False Positive Rate (FPR), Total Accuracy, Area Under the Receiver Operating Curve (AUC) and F1-Score. A statistical test was also performed to justify the significance of the results.

show abstract

“…The type of disability is one of the student-related variables (Lifshitz, Glaubman, & Issawi, 2004). As the population of students with visual impairments (VI) who are placed in inclusive settings has increased (Miyauchi, 2020), research interests in the inclusion of students with VI have increased to precisely the same extent, showing that teachers are positive about the inclusion of students with VI (Alghazo & Naggar Gaad, 2004;Lifshitz et al, 2004;Glaubman & Lifshitz, 2001). Teachers have more positive attitudes toward the inclusion of students with VI if they feel prepared (i.e., have acquired necessary skills in pre-service training) to teach these students.…”

Section: Introductionmentioning

confidence: 99%

The Lived Experiences of Teachers with Visual Impairments in the Inclusion of Students with Visual Impairments: A Phenomenological Study

Erdem

Yakut

2022

Sakarya University Journal of Education

View full text Add to dashboard Cite

Bu çalışmanın amacı, görme yetersizliği (GY) olan öğretmenlerin, GY olan öğrencilerin kaynaştırma uygulamalarına ilişkin deneyimlerini ortaya çıkartmaktır. Fenomenolojik desenle yürütülen bu çalışmada veriler GY olan 8 öğretmenle yapılan yarı-yapılandırılmış görüşmeler yolu ile toplanmış ve MAXQDA nitel veri analiz programı kullanılarak içerik analizi yöntemi ile analiz edilmiştir. İçerik analizinde belirlenen altı tema; kaynaştırmanın temelindeki sorunlar, öğretmenlerin GY olan öğrenciler üzerindeki kişisel rehberliği, kaynaştırmanın kritik değerlendirilmesi, tanılamadan BEP uygulamalarına, GY olan öğrenciler için uygun eğitim modeli ve öğretmenlerin kaynaştırma algısıdır. Bulgular, GY olan öğretmenlerin GY olan öğrencilerin kaynaştırma uygulamalarına katkı sağladığını ortaya çıkartmıştır. Bununla birlikte, öğretmenler sistemsel sorunların etkili kaynaştırma uygulamalarının önüne geçtiğini vurgulamış ve kaynaştırma uygulamalarına yönelik kritik değerlendirmeler yapmışlardır. Bulgulardan yola çıkarak, kaynaştırma sınıflarının ve destek eğitim odalarının eğitsel araçlar (örn. brail alfabesi, yardımcı teknolojiler, dokunsal grafik ve haritalar) açısından donanımlandırılması, öğretim kadrosunun ve eğitimlerinin zenginleştirilmesi, okulların fiziksel açıdan erişilebilir olarak dizayn edilmesi ve GY konusunda uzman veya GY olan öğrencilerle çalışma deneyimi olan özel eğitim öğretmenleri tarafından diğer öğretmenlere süpervizyon verilmesi önerilmektedir.

show abstract

A Systematic Review on Inclusive Education of Students with Visual Impairment

Cited by 36 publications

References 39 publications

Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study

Challenges Faced by Female Students with Visual Impairments in Learning English as a Foreign Language: A Narrative Inquiry Study

Characterization of English Braille Patterns Using Automated Tools and RICA Based Feature Extraction Methods

The Lived Experiences of Teachers with Visual Impairments in the Inclusion of Students with Visual Impairments: A Phenomenological Study

Contact Info

Product

Resources

About