Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

doi:10.3389/feduc.2017.00071

Cited by 4 publications

(4 citation statements)

References 15 publications

(11 reference statements)

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“…It is shown that through boosting the students' motivation by supporting their needs can also enhance the behavioral and emotional engagement during education (Fredricks et al, 2004). This assertion is confirmed by Haakma et al (2018).…”

Section: F Self-motivationsupporting

confidence: 54%

Academic Success of Persons With Visual Impairment and Blindness in the Tertiary Sector: Explanatory Model

Suraweera

Bandara

Wickramarachchi

et al. 2022

EJSE

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Ensuring universal access to education is an effective and sustainable means of empowering people with visual impairment and blindness. Literature confirms that blindness of a person is not a barrier for learning, yet past research brings about a range of diverse obstacles for productive engagement in education due to universities being designed for the sighted persons. Given that the persons with impairment are looked after comparatively better in the western world than in the developing nations for realising their challenging academic goals. Purpose of this paper is to present the findings of a comprehensive study on the academic work of persons with visual impairment and blindness in the tertiary sector. This population included recent undergraduates and those who have completed a university degree. The two distinct outcomes presented are; (first phase) the critical factors influencing the academic performance of persons with visually impairment and blindness and, (second phase) an explanatory model that characterizes the construct ‘the academic performance’. Using a semi-structured questionnaire, purposely selected eleven key informant interviews were utilized for the first phase for the qualitative investigation. Thematic analysis was used as the main method of data analysis. The Second phase employed a sample survey. Fifty respondents who had studied in universities during the 5-year period from 2015-2020 were selected through snow-ball sampling. Exploratory factor analysis was used as the main data analysis technique. The key findings of phase one revealed that external support, physical environment, motivation to learn, instructional strategies, ICT and English literacy are major contributory factors to academic performance. The second phase of the quantitative analysis derived five composite factors. Of these, the factor labeled “Motivating influences” appears to be mostly contributing to the academic performance of persons with visual impairment and blindness. While education is a lifelong endeavor of a person, these findings can contribute to make a substantial change in the quality of life of this community in the long run. Article visualizations:<img src="/-counters-/edu_01/0969/a.php" alt="Hit counter" />

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Section: F Self-motivationsupporting

confidence: 54%

Academic Success of Persons With Visual Impairment and Blindness in the Tertiary Sector: Explanatory Model

Suraweera

Bandara

Wickramarachchi

et al. 2022

EJSE

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“…Students with visual debilitations have extraordinary necessities, as demonstrated by (Hakama, et al, 2018). Need-strong guidance has been displayed to build students' inspiration to concentrate on as per self-assurance hypothesis.…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Education: Strategies for Fostering Positive Classroom Environment for Students with Disabilities

Sharma,

Ghosh

2023

Int. J. Res. Publ. Rev.

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To guarantee that all students approach a quality education, inclusive education should guarantee that customary schools can address the issues of a large number of students. To all the more likely comprehend how students with disabilities may be remembered for ordinary homeroom settings, this exploration inspects the present status of inclusive education rehearses. We utilized a blended techniques research methodology, which utilized both subjective and quantitative procedures, to accomplish our objectives. Our investigation of debilitated students' degrees of participation and engagement in ordinary classes yielded significant discoveries.At the point when we looked at the participation and engagement scores of individuals with different sorts of disabilities utilizing ANOVA, we observed that there was a genuinely tremendous contrast (F = 6.80, p 0.05). Points that were revealed more insight into through subjective examination included understudy contribution, educator understudy correspondence, and friend collaborations in the homeroom. Mean scores were delivered to help find and examine successful strategies and approaches in inclusive education. Utilizing ANOVA, we verified that there was a genuinely huge distinction in mean scores between techniques (F = 7.12, p 0.05). This exhibits the need of obliging assorted student profiles. A few techniques have arisen as clear champs, including separated guidance, cooperative gathering projects, and individualized concentrate on plans. The qualities and shortcomings of inclusive education were investigated utilizing an assortment of exploration approaches in this review. The discoveries feature the significance of obliging students with shifting necessities and establishing a steady learning climate. Instructors, policymakers, and different partners attempting to progress inclusive education practices might profit from thinking about the ramifications of these discoveries.

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“…The University of Pretoria is one of the universities assigned with implementing inclusion by developing a centre of excellence and an advanced diploma in visual impairment studies. This is to address a teacher training gap identified by Boas et al (2012), , Haakma, Janssen and Minnaert (2018) and . The following section provides a review of inclusive education and visual impairment.…”

Section: South African Contextmentioning

confidence: 99%

Higher-order emotion identification by children with visual impairment: Developing emotional competence

Greyvenstein¹

2021

Opening Eyes

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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.

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Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Cited by 4 publications

References 15 publications

Academic Success of Persons With Visual Impairment and Blindness in the Tertiary Sector: Explanatory Model

Academic Success of Persons With Visual Impairment and Blindness in the Tertiary Sector: Explanatory Model

Inclusive Education: Strategies for Fostering Positive Classroom Environment for Students with Disabilities

Higher-order emotion identification by children with visual impairment: Developing emotional competence

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