Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments

Koehler, Karen E.; Wild, Tiffany

doi:10.14448/jsesd.11.0003

Cited by 19 publications

(21 citation statements)

References 11 publications

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“…Likewise a study depicted, in which way the visually challenged students were integrated in USA in regular science class. List of 10 different experiments for the course of science and the purpose was found and evaluated the results of how much or to what extent students were being involved and integrated in science activities by often, rarely, never or not applicable at all (Koehler & Wild, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Review of Single National Curriculum with Perspective of the Education of Children with Visual Impairment at Primary Level in Punjab Pakistan

Jahanzaib¹,

Fatima²,

Nayab³

2021

JBSEE

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Purpose: The Single National Curriculum (SNC) is one of the basic items of manifesto of ruling party in Pakistan. The academic capability of Children with Visual Impairment (CWVI) is usually considered as that of non-disabled students due to their good cognitive skills. Directorate of Special Education Punjab adopted the same curriculum for CWVI. This study is an effort to identify the standards, benchmarks and SLOs which are difficult to accomplish for CWVI. It was a qualitative study by method and curriculum review/document analysis technique was applied to study the SNC. The complete curriculum of seven key learning areas at early childhood level and following six subjects of English, Urdu, Mathematics, General Knowledge, Islamiat and General Science were studied at primary level. The data was retrieved from the website of National Curriculum Council, Ministry of Federal Education and Professional Training, Islamabad, Government of Pakistan. Collected information was coded, major themes were derived and interpreted. Results revealed that a large number of standards, benchmarks and Student Learning Outcomes (SLOs) were easy to accomplish for CWVI as non-disabled children but many standards, benchmarks and SLOs were not easy to accomplish for CWVI due to their visual limitations and lack of sufficient need based support. The study recommended that proper adaptations, modifications and accommodations should be made for CWVI especially to attain the geometry, science and geography related standards, benchmarks and SLOs including adaptations proposed by Directorate of Special Education Punjab. Pictorial representations and visual tasks should be substituted with some other learning tasks for CWVI.

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Section: Literature Reviewmentioning

confidence: 99%

Review of Single National Curriculum with Perspective of the Education of Children with Visual Impairment at Primary Level in Punjab Pakistan

Jahanzaib¹,

Fatima²,

Nayab³

2021

JBSEE

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“…In the field of VI, there are only a few studies dealing with issues of shifting roles. Koehler & Wild (2019) examined the level of participation of students with VI in regular sciences classes in the USA and Canada. This reflects the shift of roles of TVIs in inclusive schooling for students with VI.…”

Section: Special Education Teachers' Roles Over Timementioning

confidence: 99%

Role perceptions among teachers of students with visual impairments in inclusive settings: implications for teacher training

Gewinn¹,

Miyauchi

Degenhardt

2021

QfI

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Die Rollen sonderpädagogischer Lehrkräfte verändern sich im Zuge inklusiver Schulentwicklung. In einer subsidiären Sonderpädagogik gewinnen fachspezifische Beratung und Unterstützung unterschiedlicher Adressatengruppen an Bedeutung. Die klassische Lehrtätigkeit tritt für die Berufsgruppe in den Hintergrund, was die aktuelle Lehrer:innenbildung noch nicht widerspiegelt. Die vorliegende Studie untersuchte das Rollenverständnis von Blinden- und Sehbehindertenpädagog:innen, die im inklusiven Bildungssetting arbeiten. Da Inklusion eine internationale Zielkategorie darstellt, wurde diese Untersuchung in drei Ländern mit ähnlichen wirtschaftlichen Voraussetzungen aber unterschiedlichen historischen und kulturellen Verankerungen der inklusiven Schulentwicklung durchgeführt. Daten aus den USA, Japan und Deutschland weisen jedoch einheitlich darauf hin, dass die Aufgabenprofile von Blinden- und Sehbehindertenpädagog:innen in der Inklusion deutlich von der klassischen Lehrer:innenrolle abweichen. Es wird klar, dass sich insbesondere die Ausbildung von Blinden- und Sehbehindertenpädagog:innen intensiver auf die Anforderungen von Beratungs- und Unterstützungstätigkeiten in inklusiven Bildungssettings ausrichten muss. Abstract Obligatory inclusive education is leading to changes in the roles of special education teachers. Specialised counselling and support for different target groups have gained in significance in subsidiary special education. Classic teaching is becoming less important for special education teachers – a phenomenon that current teacher qualification programmes do not yet reflect. This study examined the perception of the role of teachers of students with visual impairments (TVI) who work in inclusive education. Since inclusion is an international target, this study was conducted in three countries with similar economic standards but different historical and cultural roots of inclusive school development. However, data from the USA, Japan and Germany all indicates that the task profiles of TVIs working in inclusive education differ significantly from the classic teacher role as a Teacher of knowledge. It is clear that particularly the education of TVIs must be adjusted further to the requirements of consulting and support tasks in inclusive settings.

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“…A total of 11 reviewed articles pertained to access to academic subjects. Of them, three focused on Physical Education [8,21,33], three on Mathematics [34][35][36], two on Science [37,38], one on Music [39], and two on Braille/literacy [22,40].…”

Section: Challenges Pertaining To Access To Academic Subjects For Stu...mentioning

confidence: 99%

A Systematic Review on Inclusive Education of Students with Visual Impairment

Miyauchi

2020

Education Sciences

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This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

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Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments

Cited by 19 publications

References 11 publications

Review of Single National Curriculum with Perspective of the Education of Children with Visual Impairment at Primary Level in Punjab Pakistan

Review of Single National Curriculum with Perspective of the Education of Children with Visual Impairment at Primary Level in Punjab Pakistan

Role perceptions among teachers of students with visual impairments in inclusive settings: implications for teacher training

A Systematic Review on Inclusive Education of Students with Visual Impairment

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