Study of an inclusive intervention programme in pictorial perception with blind and sighted students

Carpio, Carmen; Amérigo, María José Pou; Durán, Manuel

doi:10.1080/08856257.2017.1297567

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…The results regarding RQ2 show that the qualitative research method has been in great demand for the study of arts education for children with disabilities in the last ten years, followed by mix methods. ( Katušić & Burić, 2021), (Østergaard, 2019), (Nguyen Viet, et al, 2022), (Madrid-Manrique, 2020), (Erina et al, 2019), (Mehr et al, 2013), (Lian et al, 2020), (Bacon & Bennett, 2013), (Petsilas et al, 2019), (Carpio et al, 2017), (Shaughnessy, 2022), (Grosvenor & Pataki, 2017) 12…”

Section: Figure 5 Types Of Research Methodology Used In the Articlesmentioning

confidence: 99%

Arts Education for Children with Disabilities: A Systematic Literature Review

Mareza,

Mustadi,

Dewi

et al. 2024

CEPSj

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Research, testimonies and descriptions of successful projects and initiatives have shown the benefits of well-planned inclusive arts education for students with disabilities. The group of students with disabilities is diverse. The only thing they have in common is a disability that prevents them from taking advantage of the general curriculum without specialised support. Teaching students with disabilities is a requirement for all teachers, regardless of their subject-matter expertise. The goal of this research is to provide a thorough knowledge map of the intellectual framework of the field of study of arts education for students with disabilities. Using the PRISMA method to analyse articles published between 2012 and 2022, a systematic literature review methodology was used. An overview of the study’s articles, authors, top journals and research themes is given. The findings indicate the existence of three themes in the research of arts education for children with disabilities. In summary, this paper reviews key findings from the research analyses and suggests future research trajectories for the arts education area.

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Section: Figure 5 Types Of Research Methodology Used In the Articlesmentioning

confidence: 99%

Arts Education for Children with Disabilities: A Systematic Literature Review

Mareza,

Mustadi,

Dewi

et al. 2024

CEPSj

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“…The result demonstrated that the haptic memory ability is an age-related skill. Carpio et al [60] found that there is no significant difference between blind and sighted school students in content acquisition or aesthetic appreciation of images. This indicates that the blind people can experience the world through their haptic perception and eventually reach the same cognitive level of sighted people.…”

Section: Tactusmentioning

confidence: 99%

An Overview of Assistive Devices for Blind and Visually Impaired People

Hu¹,

Chen²,

Zhai³

et al. 2019

International Journal of Robotics and Automation

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Across the world, there are approximately 253 million people with vision impairments, and assistive devices have constantly been in demand. Advanced research has led to the development of numerous assistive devices for blind people and visually impaired people (VIP) to improve their quality of life. An overview of these different types of assistive devices such as canes, glasses, hats and gloves is presented in this survey. A FCBPSS (F: function, C: context, B: behaviour, P: principle, S: state, S: structure) architecture of visual impairment assistance system is preliminarily proposed to allow other researchers to design the assistive devices with the good experience and the high performance for blind people and VIPs in the future. As VIPs and blind people may have different behaviour patterns, a criterion for classifying different types of vision impairments is presented. Subsequently, we classify the substitutive senses for visual perception into five categories: vision enhancement, audition, somatosense, visual prosthesis, and olfactory and gustation. Two commonly used feedback forms, namely audition and vibration, are elaborated.Based on literature survey, we also present a summary prospective of the development of assistive devices: add more sensing and feedback modules, use the knowledge of perception mechanism and behaviour pattern as the design guideline and design more reliable validation experiments.

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“…Children with visual impairments go through multifaceted troubles and hindrances in the development of adaptive functioning. They need to learn how to comprehend the physical world with a view to acquiring cognitive skills and realizing and discerning social relationships (van den Broek et al, 2017;Larsen & Dammeyer, 2021); although some researchers suggest that pedagogical approaches if familiar and available, work better and even almost equally for both normal and blind children (Carpio, Amérigo, & Durán, 2017). Marie-Laure comprehends the world with touches and mild marching of her fingers on the models of her neighborhood made by her father.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Linguistic Manifestations of a Blind Child in Anthony Doerr’s All the Light We Cannot See

Hossain

2023

Lingua Cultura

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The research intended to construe the interconnection among Marie-Laure’s blindness, thinking, and language and, thereby, explore if the language choice or spontaneous language of a blind person could be interpreted psycholinguistically in Anthony Doerr’s All the Lights We Cannot See. This novel presented the life-long stories of a girl and a boy whose paths merged eventually despite remaining unaffiliated throughout the first part of their life. Named Marie-Laure, the girl was blind and had her passage in her world through both sweet childhood experiences and chronologically upsetting predicaments. In the whole narrative of the novel, the novelist presented a reciprocal affiliation between Marie-Laure’s cognitive processing resulting from her physical condition, blindness, and language. Through portraying the predicaments of Marie-Laure, one of the two protagonists of All the Light We Cannot See, demonstrated vivid instances of the physical as well as mental trauma a blind child usually goes through. Concurrently, the novel also depicted conspicuously what improvisations a blind child had to devise to face reality, discern prevalent meanings of phenomena, construct her thoughts, and produce language. The research applied a qualitative method consisting of in-depth content analyses based on the selected text and secondary sources, namely published books, journals, and research articles. It analyzed the existing literature on the cognitive, psychological, and linguistic considerations of blind children and linked the discernment with the related portrayal in the narrative. The findings reveal substantial reciprocal dependence between a child’s physical authenticity and cognitive making, i.e., a child’s blindness influences his/her language, thoughts, and circadian psycholinguistic behavior.

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Study of an inclusive intervention programme in pictorial perception with blind and sighted students

Cited by 4 publications

References 26 publications

Arts Education for Children with Disabilities: A Systematic Literature Review

Arts Education for Children with Disabilities: A Systematic Literature Review

An Overview of Assistive Devices for Blind and Visually Impaired People

Cognitive and Linguistic Manifestations of a Blind Child in Anthony Doerr’s All the Light We Cannot See

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