Visually impaired pupils in mainstream schools in Israel

Hess, Itay

doi:10.1177/0264619609347242

Cited by 16 publications

(17 citation statements)

References 26 publications

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“…I felt it was an attitude problem. (Tau, 26-01-2017) The identified presence of negative attitudes in this study is common to many settings as noted by Mutanga and Walker (2017); Chhabra, Srivastava and Srivastava (2010) and Hess (2010). In the U.K., students with a visual impairment have been reported to be at risk of social exclusion and of being stigmatised for their impairment (Hess, 2010).…”

Section: Negative Attitudes (Corporeality)supporting

confidence: 51%

“…(Tau, 26-01-2017) The identified presence of negative attitudes in this study is common to many settings as noted by Mutanga and Walker (2017); Chhabra, Srivastava and Srivastava (2010) and Hess (2010). In the U.K., students with a visual impairment have been reported to be at risk of social exclusion and of being stigmatised for their impairment (Hess, 2010). In addition, Chhabra et al (2010) revealed that many regular teachers feel unprepared and fearful of working with learners with disabilities in regular classes -hence their display of frustration, anger and negative attitudes towards inclusive education.…”

Section: Negative Attitudes (Corporeality)mentioning

confidence: 51%

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Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Simui

Kasonde-Ng’andu

Cheyeka

et al. 2019

JSAA

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The World Health Organization's (WHO) benchmark of persons with disability in every population is 15.6 per cent. However, the University of Zambia is way below that benchmark as it is home to less than 0.1 per cent of students classified as 'disabled'. Within the 0.1 per cent, students with visual impairment are the majority, estimated at 70 per cent. The purpose of this study was to explore disablers (also known as barriers) to academic success faced by students with visual impairment at the University of Zambia. A Hermeneutic Phenomenological approach directed the research process. Seven purposively sampled participants volunteered to voice their lived experiences and a cluster of themes emerged thereafter. Emerging from their lived experiences are thirteen disablers that impede the learning experiences at University and key amongst them are: (i) negative attitudes; (ii) policypractice disjuncture; (iii) staff unreadiness and unpreparedness; (iv) inaccessible buildings; and (v) rigid curricula.

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Section: Negative Attitudes (Corporeality)supporting

confidence: 51%

Section: Negative Attitudes (Corporeality)mentioning

confidence: 51%

Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Simui

Kasonde-Ng’andu

Cheyeka

et al. 2019

JSAA

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“…What these viewpoints do illustrate sharply, then, is that longstanding debate on school types, integration, independence, educators and access to learning continues within this group (for examples of the debates and issues, see e.g. Morgan, 1977;Hodgson, 1985a, b;Buultjens, 1986;Thomas & Jackson, 1986;Alan Dobbins & de la Mere, 1993;Stokes, 1993;Talbot & Farbey, 1997;Talbot, 2002;Pavey, Douglas, McLinden & McCall, 2003;Alghazo & Nagger Gaad, 2004;Rogers, 2007;Florian, 2008;Hess, 2010;Deng & Poon-McBrayer, 2012;Lee & Low, 2014).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

Baker¹,

Green²

2016

Research Studies in Music Education

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This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians; and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled "Visually-impaired musicians' lives: Trajectories of musical practice, participation and learning" (Grant ref. AH/K003291/1), but which came to be known as "Visually-Impaired Musicians' Lives" (VIML) (see http://vimusicians.ioe.ac.uk). The project was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced "insider" perspectives from 219 adult blind and partially-sighted musicians, and 6 sighted music teachers, through life history interviews, in tandem with an international questionnaire, which collected quantitative and qualitative data. Through articulating a range of "insider" voices, this paper examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools; pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners; and the educational role of notation, focussing particularly on Braille as well as other print media. The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians' learning processes at times (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the 2 varying roles of gesture, language, light, and touch. There was a diversity of musical participation in visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading. INTRODUCTION This article reports findings on schooling, pedagogy and notation from a broader UK Arts and Humanities Research Council funded study. The project was officially entitled "Visuallyimpaired musicians' lives: Trajectories of musical practice, participation and learning" (Grant ref. AH/K003291/1), but came to be known as "Visually-Impaired Musicians' Lives" (VIML) (see http://vimusicians.ioe.ac.uk). It was led at the UCL Institute of Education, London, UK, starting in 2013 and concluding in 2015. It had...

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“…On the other hand, it is appreciated that even though the teacher is a BPS, he completed his education to become a teacher. In Hess's (2010) research, which supports these findings, it was determined that the success of PD is closely related to the attitude of people around them. Carroll, Forlin and Jobling (2003), found that practicum students have feelings for PD like; sympathy, guardianship, compassion, fear, anxiety, distress and deficiency before they get a special education course.…”

Section: Discussionmentioning

confidence: 73%

Teaching Practice of a Social Studies Practicum Student Who is Blind: a Case Study

Kaya¹

2014

EJER

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Problem Statement: It is emphasized in the Council of Europe's action plan for people with disabilities (PD) that it is important to solve the employment problem to enable PD to integrate into society and improve the quality of their lives. In order to achieve this, educational opportunities along with employment for PD at places in which physical conditions are adjusted should be provided. Disability prevents PD from joining educational life which also increases the burden of their disability. Education will help them integrate with the society they live in and therefore prevent isolation. However, some people in Turkey have doubts about the professional competencies of PD. Purpose of Study: In this study, the social studies teaching practice conducted by a practicum student who is blind is described. Methods: The holistic single case design, which is one of the qualitative research techniques, was used through interviews and observations in this study. The university supervisor, mentor teacher, sighted practicum students and students who continually interact with the main participant who is a blind practicum student (BPS) make up the other participants. In analyzing the student interviews, content analysis was carried out. Findings and Results: The findings of the study are as follows: first Impressions of the BPS, the BPS beginning the lesson, classroom management, teaching the lesson, evaluation, ending the lesson, his differences from other practicum students, the problems that occur in the social studies lessons of the BPS, suggestions for the BPS's lessons. Conclusions and Recommendations:The results suggest that all school stakeholders should be educated and prepared for the education process with people who are blind or visually impaired (BVI). This practice conducted by the BPS revealed the importance of education, social and physical conditions.

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Visually impaired pupils in mainstream schools in Israel

Cited by 16 publications

References 26 publications

Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

Teaching Practice of a Social Studies Practicum Student Who is Blind: a Case Study

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