Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-07T18:32:47Z No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) / Made available in DSpace on 2017-04-07T18:32:47Z (GMT). No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) Previous issue date: 2017-02-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Considering the importance of the inclusion of the visually impaired regarding issues investigated by Psychology, this research had the objective of continuing a process of building a battery to assess cognitive abilities of visually impaired children. The instrument, consisting of four subtests (verbal reasoning, logical, numerical and memory) which belong to the Intelligence Assessment Battery for Visually Impaired Children (PAIC-DV) and the scale of Teacher?s Perception of Visually Impaired Children?s Intelligence (EPIC-DV), was the target of a series of studies aiming for the investigation of its psychometric qualities. Different samples were used to achieve these goals: 195 children, with 30 visually impaired (type: acquired n = 8; congenital n = 12; degree: low vision n = 23; blindness n = 7) aged between seven and 12 years (M = 9.76; DP = 1.81) and 165 normal vision children, aged between seven and 12 years (M = 11.57; DP = 0.41); 15 teachers, with 10 specialized in service to the visually impaired and 5 regular education teachers, which responded to scale evaluating each of the 195 children. The results of the PAIC-DV pointed to psychometric suitability of the instrument?s factorial structure, inside a model with second-order factor (General Intelligence) and three specific factors related to the subtests Verbal Reasoning, Logical and Numeric (the Memory subtest was not inserted in the analysis). Significant differences were also found related to total scores of each subtest within the group, and normal vision children showed better results in all subtests when compared to children with visual impairment. Significant positive correlations were found in moderate magnitude and weak for most of the results in the comparison between PAIC-DV and BPR-5, as well as between the PAIC-DV and school grades and levels of internal consistency amongst 0.85 and 0.88 for each factor, indicating good precision of the instrument. EPIC-DV results showed content evidence validity through the analysis of judges and construct validity evidence by means of a model with second-order factor (General Intelligence) and four specific factors related to the subtests Verbal Reasoning, Logical, Numerical and Memory. Significant differences were found regarding the performance subtests at all, with the exception of numerical reasoning. The evaluations carried out by the teachers showed better performance of children with visual impairment in all factors (with the exception of numerical reasoning), compared to the evaluations carried out for normal vision children. Regarding the type of disability, a significant difference was found only for verbal reasoning, with better performance of children with congenital deficiency and, in relation to the degree, no significant differences were found for any factor. Considering school grades, few correlations and low magnitude have been found. The reliability, by means of internal consistency ranged from 0.94 to 0.97 for each factor, indicating good accuracy of the instrument. Supplementary analysis made through the investigation of convergent validity evidence, used the BPR-5 that indicated significant negative correlations and weak magnitude from the PAIC-DV with Logical Reasoning and Numerical Reasoning, as well as of the total score of the EPIC-DV with Numerical Reasoning test. Finally, congruence analysis was applied concerning the instruments that structure the battery, whose results indicated significant correlations as moderate positive and weak among the instruments, indicating the possibility that both are used as complements when assessing cognitive aspects of children with visual impairment. We conclude that the studies developed with the instruments brought relevant data about the importance of a specific intelligence assessment instrument for children with visual impairment, and studies with larger samples can enrich and contribute to the expansion in use of the built instrument. / Teniendo en cuenta la importancia de la inclusi?n de la discapacidad visual en las cuestiones investigadas por la psicolog?a, esta investigaci?n tuvo como objetivo continuar con el proceso de construcci?n de una bater?a de pruebas para evaluar las capacidades cognitivas de los ni?os con discapacidad visual. El instrumento consta de cuatro pruebas de rendimiento (razonamiento verbal, l?gico, num?rico y memoria) que pertenece a la Bater?a de Evaluaci?n de Inteligencia para ni?os con discapacidad visual (PAIC-DV) y la Escala de Percepci?n de Maestros acerca de la inteligencia de ni?os con discapacidad visual (EPIC -DV), que fue objeto de una serie de estudios para investigar sus cualidades psicom?tricas. Diferentes muestras se utilizaron para alcanzar estas metas: 195 ni?os, 30 discapacitados visuales (tipo: Adquirida n = 8; cong?nita n = 12; grado: baja visi?n n = 23; ceguera n = 7) con edades comprendidas entre siete y 12 a?os ( M = 9.76, SD = 1.81) y 165 ni?os videntes, con edades comprendidas entre siete y 12 a?os (M = 11,57, SD = 0,41); 15 profesores, 10 especializados en el servicio a personas con discapacidad visual y 5 maestros de escuelas regulares, que respondieron a la escala de evaluaci?n de cada uno de los 195 ni?os. Los resultados de la PAIC-DV se?alaron adecuaci?n psicom?trica de la estructura factorial del instrumento dentro de un modelo con un factor de segundo orden (inteligencia general) y tres factores espec?ficos relacionados con las pruebas de razonamiento verbal, l?gico y num?rico (prueba memoria no fue insertado en el an?lisis). Tambi?n se encontraron diferencias significativas en relaci?n al total de cada prueba en relaci?n con el grupo. Los ni?os con visi?n han obtenido mejores resultados en todas las pruebas en comparaci?n con los ni?os con discapacidad visual. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, y s?lo la prueba de la memoria mostr? diferencias significativas a favor de los ni?os con baja visi?n. Se encontraron correlaciones significativas positivas de magnitud moderada y baja para la mayor?a de los resultados en comparaci?n entre PAIC-DV y BPR-5, as? como entre PAIC-DV y los a?os escolares. Los ?ndices de consistencia interna estuvieron entre 0,85 y 0,88 para cada factor, lo que indica buen instrumento de precisi?n. Los resultados de EPIC-DV mostraron evidencia de la validez de contenido, a trav?s del an?lisis de los jueces y validez de contenido de pruebas por medio de un modelo con un factor de segundo orden (inteligencia general) y cuatro factores espec?ficos relacionados con las pruebas razonamiento verbal, l?gico, num?rico y la memoria. No se encontraron diferencias significativas con respecto al rendimiento en todas las pruebas, excepto por el razonamiento num?rico. La evaluaci?n hecha por los profesores indicaron un mejor rendimiento de los ni?os con discapacidad visual en todos los factores (excepto para el razonamiento num?rico), en comparaci?n con las evaluaciones para los ni?os videntes. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, s?lo para el razonamiento verbal, con un mejor rendimiento de los ni?os con discapacidad cong?nita y en relaci?n al grado, no hubo diferencias significativas para cualquier factor. En cuanto a los a?os escolares, se encontraron pocas correlaciones y baja magnitud. La precisi?n a trav?s de la consistencia interna vari? de 0,94 a la 0,97 para cada factor, lo que indica buen instrumento de precisi?n. Posterior an?lisis de investigaci?n de validez convergente con la BPR-5 ha indicado correlaciones significativas negativas y de baja magnitud de PAIC-DV con el Razonamiento L?gico y el factor de Razonamiento Num?rico, as? como el total de la EPIC -DV con la prueba de Razonamiento Num?rico. Por ?ltimo, se realiz? un an?lisis de congruencia entre los instrumentos que componen la bater?a y la escala. Los resultados mostraron correlaciones significativas moderadas y d?biles positivas entre los instrumentos de forma que indique la posibilidad de que ambos se utilizan de manera complementaria en la evaluaci?n cognitiva de los ni?os con discapacidades visual. Se concluye que los estudios llevados a cabo con el instrumento trajeron datos relevantes sobre la importancia de un instrumento espec?fico para evaluar la inteligencia de los ni?os con discapacidad visual y que los estudios con muestras m?s grandes pueden enriquecer y contribuir a la expansi?n del uso del instrumento construido. / Considerando a necessidade da inclus?o do deficiente visual nas quest?es investigadas pela Psicologia, bem como a garantia de igualdade nas avalia??es psicol?gicas realizadas, essa pesquisa teve como objetivo a continua??o do processo de constru??o de uma bateria de testes para avalia??o das habilidades cognitivas de crian?as deficientes visuais. O instrumento, composto por quatro subtestes de execu??o (racioc?nio verbal, l?gico, num?rico e mem?ria) pertencentes ? Provas de Avalia??o da Intelig?ncia para Crian?as Deficientes Visuais (PAIC- DV) e pela Escala de Percep??o de Professores da Intelig?ncia de Crian?as deficientes visuais (EPIC-DV), foi alvo de uma s?rie de estudos visando a investiga??o das suas qualidades psicom?tricas. Diferentes amostras foram utilizadas para alcan?ar esses objetivos: 195 crian?as, sendo 30 deficientes visuais (tipo: adquirida n= 8; cong?nita n=12; grau: baixa vis?o n= 23; cegueira n= 7) com idades entre sete e 12 anos (M= 9,76; DP= 1,81) e 165 crian?as normovisuais, com idades entre sete e 12 anos (M= 11,57; DP= 0,41); 15 professores, sendo 10 especializados no atendimento a deficientes visuais e 5 professores de ensino regular, os quais responderam a escala avaliando cada uma das 195 crian?as, assim como um grupo de ju?zes especialistas na ?rea de avalia??o psicol?gica. Os resultados do conjunto PAIC-DV apontaram adequa??o psicom?trica da estrutura fatorial do instrumento, dentro de um modelo com fator de segunda ordem (intelig?ncia geral) e tr?s fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico e Num?rico. Foram encontradas diferen?as significativas em rela??o ao total de acertos de cada subteste em rela??o a grupo (crian?as normovisuais apresentaram melhores resultados em todos os subtestes em compara??o com as crian?as com defici?ncia visual), o mesmo n?o ocorrendo em rela??o ao tipo de defici?ncia (somente o subteste de Mem?ria apresentou diferen?as significativas a favor das crian?as com baixa vis?o). Foram encontradas correla??es significativas positivas de magnitude moderada e fraca para a maioria dos resultados na compara??o entre PAIC-DV e BPR-5, bem como entre o conjunto PAIC-DV e as notas escolares, tomados como crit?rio externo. ?ndices de consist?ncia interna entre 0,85 e 0,88 foram encontrados para cada fator, indicando boa precis?o do instrumento. Os resultados da EPIC-DV, por sua vez, apresentaram evid?ncias de validade de conte?do, por meio da an?lise de ju?zes e evid?ncias de validade de construto por meio de um modelo com fator de segunda ordem (intelig?ncia geral) e quatro fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico, Num?rico e Mem?ria. Diferen?as significativas em rela??o ao desempenho em todos os subtestes, com exce??o do racioc?nio num?rico, a favor das crian?as com defici?ncia visual em todos os fatores (com exce??o do racioc?nio num?rico). Em rela??o ao tipo de defici?ncia, diferen?a significativa foi encontrada apenas para o racioc?nio verbal, com melhor desempenho das crian?as com defici?ncia cong?nita e, em rela??o ao grau, n?o foram encontradas diferen?as significativas para nenhum fator. Em rela??o ?s notas escolares, poucas correla??es e de baixa magnitude foram encontradas. A precis?o, por meio da consist?ncia interna variou entre 0,94 e 0,97 para cada fator, indicando boa precis?o do instrumento. An?lise complementar, por meio da investiga??o de evid?ncias de validade convergente, usando-se a Bateria de Provas de Racioc?nio 5 indicou correla??es significativas negativas e de magnitude fraca da PAIC-DV com o fator Racioc?nio L?gico e Racioc?nio Num?rico, bem como do Total da EPIC-DV com a prova de Racioc?nio Num?rico. Por fim, foi realizada an?lise de congru?ncia entre os instrumentos que comp?em a bateria, cujos resultados indicaram correla??es significativas positivas moderadas e fracas entre os instrumentos, de modo a indicar a possibilidade de que ambos sejam usados de forma complementar na avalia??o cognitiva de crian?as com defici?ncia visual. Conclui-se que os estudos desenvolvidos com o instrumental trouxeram dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a expans?o do uso do instrumento constru?do.

Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Carolina Rosa Campos.pdf: 1913454 bytes, checksum: 4037878e0613d0d940a0f00003338e9b (MD5) Previous issue date: 2012-12-13 / Pontif?cia Universidade Cat?lica de Campinas / Considering the gap in cognitive assessment of special needs population, this study s aimed to build three subtests (verbal, memory and logical space) to evaluate the intelligence of visually impaired children. In order to achieve this goal, four studies were conducted: (1) research and knowledge of methods and materials used in visually impaired children s education, in order that this information could contribute to the construction of the subtests; (2) subtests construction, based on current theories of intelligence and information obtained from Study 1; (3) pilot study aiming to assess the suitability of its subtests and items among 14 visually impaired children, aged 7 to 12 years old (M = 10.28 years, SD = 1.58), six females and eight males. Within those, ten classified with low vision, eight with congenital and two with acquired disease. Four children were classified with total blindness, two with acquired deficiency and two with congenital deficiency; (4) performance comparison between blind and sighted children (n=17, M=9.94 years, SD=1.43; all female) in relation to the difficulties encountered, number of hits and subtests runtime. The results showed, by testing mean difference, in general, fitness subtests of the target population, with little need for modification of items. It was found a better performance on children with vision capability in relation to children with visual impairments. In relation to type of blindness, children with congenital deficiency showed better results when compared to children with acquired disabilities. Regarding the degree of disability, children with low vision performed better than complete blind children. Although it was possible to note the influence of age and education level in verbal subtest and sex variable in memory subtest. We conclude that this study brought relevant data regarding the importance of a specific instrument for the assessment of intelligence on children with visual impairment. Studies with larger samples can enrich and contribute to the validity of the instrument built. / Diante da lacuna existente na avalia??o cognitiva de popula??es especiais, essa pesquisa teve como objetivo a constru??o de tr?s subtestes (verbal, mem?ria e l?gico-espacial) para avalia??o da intelig?ncia de crian?as deficientes visuais. Como forma de atingir tal objetivo, quatro estudos foram conduzidos: (1) investiga??o e conhecimento de metodologias e materiais utilizados na educa??o de crian?as com defici?ncia visual, com a finalidade de que tais informa??es pudessem contribuir para a constru??o dos subtestes; (2) constru??o dos subtestes, baseados nas teorias atuais de intelig?ncia e nas informa??es obtidas a partir do Estudo 1; (3) estudo piloto com o objetivo de erificar a adequa??o dos subtestes e de seus itens junto a 14 crian?as deficientes visuais, na faixa et?ria de 7 a 12 anos (M= 10,28 anos; DP=1,58), sendo seis do sexo feminino e oito do sexo masculino, sendo dessas, dez classificadas com baixa vis?o, oito com defici?ncia cong?nita e duas com doen?a adquirida, quatro crian?as classificadas com cegueira total, sendo duas com defici?ncia adquirida e duas com defici?ncia cong?nita; (4) compara??o do desempenho de crian?as deficientes visuais com crian?as videntes (n=17; M= 9,94 anos; DP=1,43; todas do sexo feminino) em rela??o ?s dificuldades encontradas, n?mero de acertos e tempo de execu??o dos subtestes. Os resultados apontaram, atrav?s de testes de diferen?a de m?dia, de um modo geral, adequa??o dos subtestes ? popula??o alvo, com pequenas necessidades de altera??o dos itens. Tamb?m encontrou-se melhor desempenho dos videntes em rela??o ?s crian?as com defici?ncia visual, bem como, em rela??o ao tipo de cegueira, crian?as com defici?ncia cong?nita apresentaram melhores resultados quando comparados com aquelas que apresentam defici?ncia adquirida. Em rela??o ao grau de defici?ncia, crian?as com baixa vis?o tiveram melhor desempenho que as crian?as com cegueira. Ainda foi poss?vel notar a influ?ncia das vari?veis idade e escolaridade no subteste Verbal e da vari?vel sexo no subteste de Mem?ria. Conclui-se que o presente estudo trouxe dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a validade do instrumento constru?do.

This thesis focuses on the problematics of examination of visual perception in children with visual impairment. There are three parts to this thesis. The first part is dedicated to visual perception. It starts by describing the physiological development of eyesight and the examinations of it in childhood. It is followed by a description of visual functions and functional vision assessment. It also deals with individual parts of visual perception and the support of their development. The second part describes the In-Sight test in detail, including the instructions to its use. The third part introduces the research: the diagnostics of visual perception in children with sight impairment through In-Sight test. Its core method is a foreign standardised In-Sight test. This test is used to evaluate visual operations in children with visual impairment and to perform a screening of theirs higher visual abilities in relation to the process of education. The aim of this thesis is to describe the usefulness of this test in this target group. The research also attempted to find new ways to use the test. An observation was made as to which areas the children found most difficult and which they found non-problematic, what actions can be taken to support them based on the results and whether it is feasible to...

Made available in DSpace on 2016-04-29T14:16:13Z (GMT). No. of bitstreams: 1 Emilene Oliveira Araujo.pdf: 1568821 bytes, checksum: 62a756d136bfd2945d0c10088bbe8074 (MD5) Previous issue date: 2012-06-11 / The present dissertation studies the person with visual impairment and the social protection available in São Paulo city, focusing on the existent laws and the realized work by nonprofit organizations. For this, we seek to know, through the history of humanity, the achievements of rights of the person with visual impairment, addressing the most striking movements for the consolidation of these rights and the fundamental laws for the inclusion and the participation of this public. This dissertation has the challenge of maintaining the centrality in the ―person‖ in all the presented content, beginning by the nomenclature, the work presents a content that facilitates to understand the reality of the person with visual impairment. To know this reality was necessary to gather information about of essential resources to the process of autonomy and independence. And at the same time relating it with the access that is given for the person that has visual impairment can acquire resources and equipments. At the end of the dissertation, the discussion is focused in the question of comprehend what is the social protection, basing it in the conception of authors, in the practice of performance of charities and in the National Police of Social Assistance PNAS. Another important factor was raised of what is put in PNAS for people with visual impairment. Were also raised, through interviews, which are the services that the philanthropic organizations that make part of this project, offer to people with visual impairment. Therefore, it s a study based in the reality of the access that the person with visual impairment have to goods and services, also addressing how the social-assistance network has been an ally in the consolidation of rights of the visually impaired person / A presente dissertação estuda a pessoa com deficiência visual e a proteção social disponível para ela na cidade de São Paulo, tendo como foco as leis existentes e o trabalho realizado por meio de organizações sem fins lucrativos. Para tanto, procura-se conhecer, por meio da história da humanidade, as conquistas de direitos da pessoa com deficiência visual, abordando os movimentos mais marcantes para a consolidação destes direitos e as leis fundamentais para a inclusão e participação deste público. Esta dissertação tem o desafio de manter a centralidade na ―pessoa‖ em todo o conteúdo apresentado, começando pela nomenclatura, o estudo apresenta um conteúdo que facilita entender a realidade da pessoa com deficiência visual. Para conhecer tal realidade foi necessário levantar informações de recursos indispensáveis para o processo de autonomia e independência. E ao mesmo tempo relacioná-lo com o acesso que é dado para que a pessoa com deficiência visual possa adquirir recursos e equipamentos. No final da dissertação, a discussão tem o foco na questão de compreender o que é a proteção social, baseado na concepção de autores, na prática de atuação das organizações assistenciais e na Política Nacional de Assistência Social (PNAS). Outro fator importante foi o levantamento do que está posto na PNAS para pessoas com deficiência visual. Também foram levantados, por meio de entrevista, quais os serviços que as organizações filantrópicas, que fazem parte deste projeto, oferecem para pessoas com deficiência visual. É, portanto um estudo baseado na realidade do acesso que a pessoa com deficiência visual tem aos bens e serviços, abordando também de que forma a rede socioassistencial tem sido uma aliada na consolidação de direitos da pessoa com deficiência visual

The construction of this thesis is developed from different conceptual interlacing axis that created a networking weave through which the field of investigation was debated and defined and a project of collaborative citizenship with the goal of providing an improvement in the social environment from which the visual impairment through art was built. Firstly, we speak about the context in which, in a dialogic way, the identity of Ph. D. Rosa Gratacós Masanella has grown and developed. With the help of the narrative research and the life story methods we make an approach to the life time experience of the main character of our investigation, in order to understand her social, political and educational context, how it relates to her personal life, her work as a professor and her artistic career, and how all these different perspectives have points in common. We also approach those people who met our protagonist, those who were her referents or were important in the evolution of her identity. We point Ph. D. Rosa Gratacós pioneer investigation in the field of visual impairment and we finally explain the multisensory project of The Senses Labyrinth, a project that was born from the idea of universal accessibility from the perspective of blind people. Sensory education, game and art become the source of teaching and learning for the researcher and they are applied together to art education and artistic perception from blindness, through service and learning methodologies / La construcció d’aquesta tesi es desenvolupa a partir de diferents eixos conceptuals que es van anar entrellaçant, configurant un entramat de networking a través del qual es va posar en conflicte, es va definir el mapa del territori de la investigació, i es va generar un projecte col•laboratiu de participació ciutadana amb l’objectiu d’aportar una millora qualitativa a l’entorn ciutadà a través de l’art i a partir de la discapacitat visual. En primer lloc, parlem del context en el que, de manera dialògica, creix i es desenvolupa la identitat de la Dra. Rosa Gratacós Masanella, a partir dels mètodes d’investigació narrativa i del relat de vida per reconstruir una aproximació a la seva historia de vida que permeti entendre el context social, polític i educatiu d’aquest trajecte vital en relació a la investigadora, a la seva pròpia experiència i al seu relat de vida, factors que coincideixen en alguns punts, com són la vessant artística, educativa i investigadora, amb més o menys distància i des d’on creix l’interès per l’estudi. També ens aproximem als subjectes que han tingut relació amb la protagonista com a referents i portes d’entrada al canvi i al desenvolupament de la pròpia identitat. Situem la investigació pionera de la Dra. Rosa Gratacós relacionada amb la discapacitat visual i finalment els eixos que han teixit tot el relat es cohesionen i es presenta el projecte multisensorial de La forma de les olors, que parteix de la idea d’accessibilitat universal, iniciada des de la discapacitat visual. L’educació sensorial, el joc i l’art esdevenen la font de l’ensenyament-aprenentatge de la investigadora i s’apliquen conjuntament a l’educació artística i a la investigació de la percepció artística des de la ceguesa, a través de metodologies d’aprenentatge i servei

The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda District. The aim is to describe the challenges experienced by visually impaired learners and how they are truly included in the mainstream school curriculum, to analyse the nature of support as well as the adaptation and accommodation made for learners with visual impairment in the mainstream schools. I purposefully selected the participants and used semi-structured interviews; observation method was also used to enhance the information collected during the interviews. A qualitative research approach was followed, underpinned by interpretive method as a paradigm. The participants included in two schools in Dr Kenneth Kaunda District were four teachers teaching learners with visual impairment (two from each school), two parents of learners with visual impairment, four learners with visual impairment (two from each school), one specialist (itinerant) teacher designated to assist and support learners with visual impairment in both schools and two principal (one from each school). A total of thirteen participants were involved in this study. The data were audio-recorded for accurate transcription and analysis. From the research it was found that even though the learners with visual impairment are now physically integrated in the mainstream classes, they are not yet truly included. The teachers are not adequately supported and trained and most of the parents of learners with visual impairment are not involved in their children’s schooling. The teaching methods and materials are not adequately adapted for them and the physical environment within the classes and school grounds are not yet truly accessible for them. The school needs resources and change in teachers’ attitude; teachers do not understand the rationale behind inclusive education. Finally, the vision and mission statements of the school were drafted but did not provide a clear and practical guideline towards the inclusion of learners with visual impairment. I hope that the findings of this study will be of valuable use to both schools in Dr Kenneth Kaunda District and to the Ministry of Basic Education with regard to progress in the inclusion of LVI in the mainstream. / Inclusive Education / M. Ed. (Inclusive Education)

This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa. A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure. The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation. The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate. / Inclusive Education / D. Ed. (Inclusive Education)

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

The purpose of this study was to explore the academic experiences of learners with low vision in integrated schools. Based on the findings from the study, recommendations were forwarded to the integrated primary school principal and teachers who are responsible for the support of learners with low vision. Ethical measures were adhered to as participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The researcher also kept strict confidentiality to protect identity of the participants. The participants in this research work were seven learners with low vision, one principal and three teachers in one of the integrated primary schools. In this study the researcher used qualitative methodology with purposive sampling technique to select respondents and used descriptive design. It was found that in most cases the attitude of teachers and sighted learners towards learners with low vision was negative, social isolation and withdrawal of learners with low vision from sighted group were the main problems. During this research process respondents reported that there was lack of learning resource materials and modification of teaching materials to suit the needs of learners with low vision. Therefore, the study recommends that learners with low vision should be included not only physically, but socially and psychologically. The teachers in the integrated schools should have a close relationship with these learners, give them support and the curriculum as well learning material or resources should be adapted to suit the need of the learners with low vision. The regular inclusive schools should know the importance of early acceptance and benefits of early identification and intervention to encourage social development of learners with low vision. / Inclusive Education / M. Ed. (Inclusive Education)