Developing the blind child's cognition of the environment: the role of direct and map-given experience

Spencer, Christopher; Morsley, Kim; Ungar, Simon; Pike, Emma; Blades, Mark

doi:10.1016/0016-7185(92)90016-w

Cited by 18 publications

(12 citation statements)

References 13 publications

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“…Students' use of maps to navigate in larger-scaled environments has been studied by Spencer et al (1992). This study showed that when visually impaired students were taught about tactile maps using known landmarks and were then given an unknown landmark, the students could determine the location of the unknown landmark.…”

Section: The Body In Spacementioning

confidence: 99%

“…For those without vision, effective navigation through the everyday world is dependent on having accurate knowledge of personal and environmental spaces. It is essential for those without vision to have a strong sense of orientation and mobility including knowing where one is presently and where one projects to move in the future (Spencer, Morsely, Ungar, Pike, & Blades, 1992). But how do those with visual impairment conceptualize sizes and distances that are outside the navigatable world?…”

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confidence: 99%

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Concepts of scale held by students with visual impairment

2009

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This study investigated students' with visual impairment concepts about linear size and scale. Specifically the study examined the accuracy of students' concepts over many orders of magnitude as well as experiences students have had in and out-of-school learning about size and scale. The results of assessments of 17 students with visual impairment were compared to those of students with normal sight. The study showed that students with visual impairment were most accurate for measurements in the human scale and were least accurate with very large and very small scales that cannot be directly experienced. However, when compared to students with normal sight, students with visual impairment were more accurate at large and small scales than their normally sighted peers. ß

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Section: The Body In Spacementioning

confidence: 99%

mentioning

confidence: 99%

Concepts of scale held by students with visual impairment

2009

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“…While speech synthesis-based screen reader technology has developed to an extent that the blind person can access as well as generate dynamic textual information without sighted assistance using computer, it is not the case for accessing graphics. The use of non-visual modalities to acquire graphics information is extremely time-consuming and complicated as compared to vision [14], and a single approach or tool is not sufficient to represent the large variety of graphics encountered.…”

Section: Introductionmentioning

confidence: 99%

DiGVis: A system for comprehension and creation of directed graphs for the visually challenged

Syal

Chatterji

Sardana

2014

Univ Access Inf Soc

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One of the major barriers for the social inclusion of blind persons is the limited access to graphics-based learning resources which are highly vision oriented. This paper presents a cost-effective tool which facilitates comprehension and creation of virtual directed graphs, such as flowcharts, using alternate modalities of audio and touch. It provides a physically accessible virtual spatial workspace and multimodal interface to non-visually represent directed graphs in interactive manner. The concept of spatial query is used to aid exploration and mental visualization through audio and tactile feedback. A unique aspect of the tool, named DiGVis, offers compatible representations of directed graphs for the sighted and non-sighted persons. A study with 28 visually challenged subjects indicates that the tool facilitates comprehension of layout and directional connectivity of elements in a virtual diagram. Further, in a pilot study, blind persons could independently comprehend a virtual flowchart layout and its logical steps. They were also able to create the flowchart data without sighted assistance using DiGVis. A comparison with sighted subjects using DiGVis for similar task demonstrates the effectiveness of the technique for inclusive education.

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“…A subject which has stimulated much interest in the scientific community is the ability of the visually impaired of different ages, and especially children, to construct cognitive maps (Landau et al, 1984;Spencer et al, 1992). Of equal significance is the investigation of the ability to use spatial information (Blades and Spencer, 1994) collected in various ways by the visually impaired.…”

Section: Introductionmentioning

confidence: 99%

A school programme contributes to the environmental knowledge of blind people

Papadopoulos

2004

British Journal of Visual Impairment

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The knowledge visually-impaired people have of the space around them is a subject of great interest to the scientific community. This article describes a school programme and the effect it had on the environmental knowledge of the school where it was carried out. A group of sighted students chose as a project to construct, with the author's help, a tactile-visual model of the area around the school. The model was constructed entirely by the students in the group. This was followed by a study to investigate the environmental knowledge of the area represented in the model of, primarily, the visually-impaired students and, secondarily, of the sighted students. The first stage involved an investigation of the area before a reading of the model, and the second stage involved a repetition of the investigation after the students had studied the model. The article presents an analysis and comparison of the results of the two stages, together with a number of conclusions concerning the environmental knowledge of visually-impaired people.

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Developing the blind child's cognition of the environment: the role of direct and map-given experience

Cited by 18 publications

References 13 publications

Concepts of scale held by students with visual impairment

Concepts of scale held by students with visual impairment

DiGVis: A system for comprehension and creation of directed graphs for the visually challenged

A school programme contributes to the environmental knowledge of blind people

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