Conceptual Understanding of Geological Concepts by Students With Visual Impairements

Wild, Tiffany; Hilson, Margilee; Farrand, Kathleen M.

doi:10.5408/12-379.1

Cited by 21 publications

(27 citation statements)

References 20 publications

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“…Such results revealed that audio-visual aids and CALI had positive educative and treatment effects on the performance levels of students of special needs, notably in matters concerning language components in general and sound system in particular. They also confirmed those of other studies undertaken on the same issue (Gilakjani, 2012;Peressotti & Colombo, 2012;Augustinova & Ferrand, 2012;Pike, 2012;Swimelar, 2013;Wild, 2013;Pérez-Bellido, et al, 2013;and SuHua, et al, 2013).…”

Section: Conclusion and Recommendationssupporting

confidence: 88%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Sound System in Students of Special Needs

Yaari¹

2013

JSEL

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Background & Objectives: Audio-visual aids and computer-assisted language instruction (CALI) effects are strong in teaching language components (sound system, grammatical structures and vocabulary) to students of special needs. To explore the effects of the audio-visual aids and CALI in teaching sound system to this class of students by speech language therapists (SLTs), an experiment has been undertaken to evaluate their performance during their study of the sound system course.Methods: Forty students (males and females) of special needs at al-Malādh school for teaching students of special needs in Dhamar (Yemen) range between 8 and 18 years old underwent this experimental study while they were studying language sound system course. Pre-and-posttests have been administered at the begging and end of the semester. Students' treatment was compared to a similar group (control group) of the same number under the same environment. Whereas the first group was taught using audio-visual aids and CALI, the second was not. Students' performances were linguistically and statistically evaluated.

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Section: Conclusion and Recommendationssupporting

confidence: 88%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Sound System in Students of Special Needs

Yaari¹

2013

JSEL

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“…Lack of visual input compromises the ability to see a whole picture or concept as a starting point to learning [23][24][25]. Learners who can see are able to capture the "whole" of an object through a sense of vision while learners with visual impairments must use their senses to learn from "part to whole."…”

Section: Addressing Educational Implications Of Visual Impairmentmentioning

confidence: 99%

Including Children with Visual Impairments in the Early Childhood Classroom

Fast¹

2019

Early Childhood Education

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The practice of inclusive education-or inclusion-within general education classrooms is becoming more prevalent within early childhood settings. To successfully deliver classroom curriculums, promote learner growth, and meet the goals of all students served within inclusive settings, teachers must have a basic understanding of the unique learning needs of all students, including those with visual impairments. Because students learn best when the teachers who educate them first understand their needs, this chapter is designed as a basic starting point for early childhood educators who have limited to no background in working with students who have visual impairments. The goal of this chapter is to give early childhood educators a basic understanding of visual impairments, questions to ask when serving children with vision loss, and to show how accessibility can be approached in a way that is meaningful to students with visual impairments.

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“…This was the first study to examine the misconceptions regarding plate tectonics that students with visual impairments hold. There is a lack of current research on students with visual impairments and their understanding of science concepts (Smothers and Goldston, 2009;Wild and Allen, 2009;Wild, Hilson & Farrand, 2013) and the findings of this study will add to the growing body of research that seeks to understand how students with visual impairments learn science concepts.…”

Section: Purposementioning

confidence: 99%

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

Koehler¹,

Wild²,

Tikkun³

2018

JSESD

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This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

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Conceptual Understanding of Geological Concepts by Students With Visual Impairements

Cited by 21 publications

References 20 publications

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Sound System in Students of Special Needs

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Sound System in Students of Special Needs

Including Children with Visual Impairments in the Early Childhood Classroom

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

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