Advancing the Education of Students with Visual Impairments Through Evidence-Based Practices

Hatton, Deborah D.

doi:10.1016/b978-0-12-420039-5.00001-0

Cited by 6 publications

(5 citation statements)

References 38 publications

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“…For reading skills, the struggle to employ skimming and scanning techniques lead to the difficulties in completing reading comprehension tasks during the exam as the VIS reads the passage differently from the sighted students and reading back and forth requires a large amount of time. In other words, this was linked to the implication that overloading memory of the VIS is required when they work on reading activities or exams leading to a more time-consuming process in comparison with the sighted students (Hatton, 2014). In terms of listening, although there have been several challenges emerging from limited vocabulary knowledge, hearing as reading plays an important role to help improve reading and listening comprehension for the VIS (Veispak, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…This could lead to a more time-consuming process in comparison with the sighted students (Lõvi, M., 2014). In fact, sequential reading restricts the VIS from going backwards to previous parts of the passage and makes it difficult to skip to the section that may contain useful information, and it might be impossible for the VIS to grasp the reading text in a holistic way (Hatton, 2014). In terms of listening skills for the VIS, they learn information from auditory input through reading audio books, so the nature of reading and listening skills could be found during reading as listening activities (Veispak, 2012).…”

Section: English Language Learning Of Visually Impaired Studentsmentioning

confidence: 99%

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The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

Attachoo¹,

Sitthitikul²

2020

ELT

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Under the light of educational equality, visually impaired students (VIS) have the right to improve their quality of life through educational achievement. Fortunately, policies and regulations encourage inclusive education to support all types of students including students with visual impairment. This means that the VIS are required to complete a compulsory educational system including studying English language in school and university levels. However, the mismatch between the objectives of the support policies and the practicality towards English Language Learning (ELL) among these students still exists in Thailand, and the difficulties in the ELL of the VIS remain uninvestigated. Hence, this study aims to explore the essence and meaning of ELL in an inclusive classroom derived from the perceptions of the VIS. To elicit the experiences from the participants, the phenomenological methodology was employed as the research design. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting. The data was collected from in-depth interviews and grouped into units of meaning or themes. The results showed that the essence of this study was shaped from both negative and positive aspects of ELL in an inclusive classroom, which can contribute to the VIS, practitioners, and administrative levels as guidance for future practices.

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Section: Discussionmentioning

confidence: 99%

Section: English Language Learning Of Visually Impaired Studentsmentioning

confidence: 99%

The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

Attachoo¹,

Sitthitikul²

2020

ELT

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“…Blind students have visual impairments, both those with little or no vision [51]- [54]. Since 1900, an inclusion program has been carried out in the United States by including students who cannot see in-school programs for students who do not have special needs [55], [56]. The inclusion approach believes that the student with special needs must mingle with ordinary students who are in general education and can access the general education curriculum [57].…”

Section: Research Administrationmentioning

confidence: 99%

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

Lestari¹,

Saleh²,

Mujiyanto³

et al. 2020

ujer

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This study aims to examine the reading scores of a second-grade class in a public school and their relationship to student self-efficacy. Given the importance of students' self-efficacy in reading test results, this study uses a mixed-methods approach. Samples were taken using a purposive sampling technique with one class consisting of thirty-four students who participated in this study. In this study, data were collected from a self-efficacy scale and reading test. To see the relationship between self-efficacy and student reading tests, the authors conducted a Pearson simple correlation test. From the result of the Pearson simple correlation formula, the findings show that there is very close parallelism between students' self-efficacy and reading tests. This current study indicates that higher students' self-efficacy will actively enhance the quality of teaching-learning activity. One of which is by giving encouragement and constructive feedback to the students continuously. However, it also has some limitations in terms of length of study and data collection. First, after knowing that self-efficacy has a close correlation with student reading results, then further research in implementing ways to improve student self-efficacy will be beneficial to improve student self-efficacy. Second, the study results found that there are students who are at a low level of self-efficacy. Thus, further research can be conducted by collecting other research data such as questionnaires or interviews to explore the factors that cause their low self-efficacy and then look for efforts to improve it.

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“…Consequently, tod dlers with visual impairments require system atic intervention practices to promote emer gent literacy skills. However, given the limited research base of practice guidance in the field of visual impairment (Ferrell, 2006;Hatton, 2014), this report explores "promis ing practices" for promoting emergent liter acy skills in toddlers with visual impairments. A promising practice refers to an intervention that seems to be useful and effective but re quires additional research support to be con sidered an evidence-based practice (Simpson, 2005).…”

Section: Promoting Emergent Literacy Skills In Toddlers With Visual Impairmentsmentioning

confidence: 99%

Promoting Emergent Literacy Skills in Toddlers with Visual Impairments

Chen

Dote-Kwan

2018

Journal of Visual Impairment & Blindness

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Advancing the Education of Students with Visual Impairments Through Evidence-Based Practices

Cited by 6 publications

References 38 publications

The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

Promoting Emergent Literacy Skills in Toddlers with Visual Impairments

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