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 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)

Made available in DSpace on 2016-06-02T19:46:09Z (GMT). No. of bitstreams: 1 2597.pdf: 938058 bytes, checksum: 680ec19022e60cf877e49c1fb70dc8f2 (MD5) Previous issue date: 2009-08-25 / Universidade Federal de Minas Gerais / It is estimated that in Brazil one of 500 children have low vision. In this population, among all difficult possible, have the dependency in daily life activities (ADL), that influence at social integration, learning and school inclusion. Detached for the regular teacher s work inside the class with ADL´s children especially in preschool. The propose of this work was to develop, implement and evaluate one individual program of collaborative assessoring in Occupational Therapist for teacher training, to increase their repertoire of strategies and resources to promote the independence of preschool children with low vision in activities of daily hygiene and nutrition, called PRÓ-AVD . Study participants were 10 teachers and 10 students with low vision aged between 4 and 6 years of regular education children. The experimental design of the study consisting of 5 teachers and 5 students belonging to the Experimental Group who received the intervention in a first moment, and 5 teachers and 5 students to the control group that received no intervention. The elaborate of the training program involved the study of children's abilities in the tasks of self, and his visual capacity, the original repertoire of the teacher, and the dynamics of dyad Teacher - Student in carrying out AVDs. The implementation happened through collaborative assessoring, on 6 weekly meetings, consecutive, consisting of interactive dynamic between the researcher and teacher. Measures were taken pre-test and post-test and a field diary, analysis of film and questionnaires to assess qualitatively and quantitatively the effect of the intervention program in increasing the repertoire of teachers to promote the independence of their students in AVDs. The program showed efficient when applied, the results were increasing her preparation and teacher repertory to work with hygienic and alimentation activities of the student with low vision. It is believed that the use of methods and teaching approaches, practice activities, feedback and support of researcher presence than weekly meetings were crucial to the membership and participation of teachers, as well as to obtain the results. / Estima-se que no Brasil uma entre 500 crianças possua baixa visão. Dentre as possíveis dificuldades apresentadas por esta população, encontra-se a dependência nas Atividades de Vida Diária (AVD), o que influencia em sua interação social, aprendizagem e inclusão escolar. Nesta perspectiva, o trabalho do professor regular dentro de sala de aula com estas AVDs nos alunos com baixa visão é de grande importância especialmente na pré-escola. O objetivo deste estudo foi elaborar, implementar e avaliar um programa individualizado de consultoria colaborativa em Terapia Ocupacional, com o intuito de capacitação de professores, no sentido de aumentar seu repertório de estratégias e recursos para promover a independência de crianças pré-escolares com baixa visão nas atividades de vida diária de higiene e alimentação, denominado PRÓ-AVD. Participaram do estudo 10 professores e 10 alunos com baixa visão com idades entre 4 e 6 anos, do ensino infantil regular. O delineamento do estudo foi experimental constando de 5 Professores e 5 Alunos pertencentes ao Grupo Experimental, que receberam a intervenção em um primeiro momento, e 5 Professores e 5 Alunos ao Grupo Controle, que não receberam a intervenção. A elaboração do programa de capacitação envolveu o estudo das habilidades da criança nas tarefas de autocuidado, e de sua capacidade visual, do repertório inicial do Professor, e da dinâmica da díade Professor Aluno durante a realização das AVDs. A implementação ocorreu por meio de consultoria colaborativa em 6 encontros semanais, consecutivos, constituídos de dinâmicas interativas entre a Pesquisadora e a Professora. Foram realizadas medidas pré-teste e pósteste, utilizou-se diário de campo, análise de filmagens e questionários a fim de avaliar quantitativa e qualitativamente o efeito do programa de intervenção no aumento do repertório dos professores para promover a independência de seus alunos nas AVDs. O programa se mostrou eficaz em sua aplicação e os resultados observados apontaram para o aumento do preparo e do repertório dos professores do Grupo Experimental para trabalhar com as atividades de higiene e alimentação de seus alunos com baixa visão. Acredita-se que a utilização de métodos e abordagens didáticas, atividades práticas, feedback e suporte presencial da pesquisadora, além dos encontros semanais, foram decisivos para a adesão e participação das professoras, assim como para a obtenção dos resultados positivos.

Les dispositifs permettant d'agrandir les images représentent les formes les plus courantes d'aides en réadaptation visuelle. Grâce à un essor technologique considérable, les lunettes électroniques, qui fonctionnent comme des aides grossissantes électroniques (fournissant un agrandissement variable, amélioration du contraste, utilisables les mains libres), sont devenues d'avantage disponibles, efficaces et utilisées par les personnes malvoyantes. Cependant, il existe un manque de données probantes et de connaissances au regard des taux d'abandon des lunettes électroniques, des facteurs prédictifs de leur utilisation, ainsi que sur les interventions efficaces qui pourraient optimiser leur utilisation.Afin de mieux comprendre l'utilisation des lunettes électroniques au sein de la population malvoyante, une étude en trois phases a été menée à travers l’exemple des lunettes eSight dans le but de : 1) examiner et synthétiser les facteurs qui influencent l'utilisation d'aides visuelles grossissantes à l'aide d'un examen de la portée afin de guider les études ultérieures; 2) déterminer à travers une étude transversale quelles sont les variables qui prédisent un changement d’utilisation des lunettes électroniques chez leur usager; et 3) élaborer des recommandations fondées sur des données probantes concernant la faisabilité d'une intervention de téléréadaptation auprès des utilisateurs de lunettes électroniques et étudier l'impact de cette modalité sur l’utilisation de leur dispositif et leur qualité de vie.Les travaux de cette thèse contribuent à soutenir l’idée que le choix d’utiliser des aides visuelles grossissantes dépend de causes multifactorielles. Les facteurs personnels et surtout la motivation représentent des prédicteurs importants. Les difficultés de transport et le manque d’entrainement ont été identifiés comme des obstacles importants à l’utilisation des aides visuelles. D’autre part, l’amélioration de la qualité de vie favorise le maintien de l’utilisation des lunettes électroniques. Compte tenu de ces résultats, un programme de formation personnalisée par téléréadaptation a été mis au point pour répondre aux besoins spécifiques des utilisateurs, offrant une attention individualisée pour optimiser l'utilisation des lunettes électroniques. Cette thèse fournit des preuves sur la faisabilité d'administrer plusieurs sessions d’entrainement en réadaptation de basse vision via la téléréadaptation chez des utilisateurs de lunettes électroniques. Les lunettes électronique eSight améliorent la qualité de vie et la vision fonctionnelle des utilisateurs, qu’elle soit associée à la téléréadaptation ou au programme d’autoformation du fabricant. Cela indique que les instructions fournies par la téléréadaptation ou par l'autoformation proposée dans un contexte commercial sont tout aussi efficaces pour améliorer la qualité de vie et les capacités visuelles et que la téléréadaptation pourrait être offerte comme une modalité de formation allternative. Afin d’orienter les recommandations de pratiques fondées sur des données probantes en matière de téléréadaptation, et de répondre au mieux aux besoins des personnes avec une basse vision, d'autres études examinant les effets de la pratique et de l’entrainement sont nécessaires. / Magnification devices are among the most common forms of aids in low vision rehabilitation. They are intended to increase the level of independence and function during activities of daily living. Novel head-mounted display magnification devices for low vision that operate as electronic vision enhancements (providing variable magnification, contrast enhancement, hands-free use) have become more and more available, efficient and are increasingly being utilized, thanks to considerable technological development. Nevertheless, there is still a lack of knowledge regarding abandonment rates, factors predicting abandonment of such devices, and efficient intervention characteristics that optimize their use.To better understand the use of head-mounted displays throughout the low vision population, a three-phase study has been conducted using eSight Eyewear as an example device in order to: 1) investigate and synthesize barriers and facilitators influencing the use of magnifying visual aids, using a scoping review to guide the subsequent cross-sectional and prospective studies; 2) identify which variables best predict a change in device use among current head-mounted display users, using a cross-sectional design; and 3) develop evidence-based recommendations regarding the feasibility of a telerehabilitation intervention on head-mounted display users and study the impact of this modality on their device use and quality of life.This thesis provides supporting evidence for the multifactorial decision-making process around the use of magnifying visual aids. Device users’ low motivation, transportation to rehabilitation services and insufficient training have been identified as important barriers to magnifying low vision aid use. Improving users’ quality of life helps to maintain the use of head-mounted displays. Considering these findings, a personalized training regime via telerehabilitation was developed to meet specific users’ needs, providing individualizing attention to optimize the use of head-mounted displays. This thesis provides evidence about feasibility of administering several low vision rehabilitation training sessions via telerehabilitation with head-mounted display users. eSight Eyewear, either with telerehabilitation or with the manufacturer self-training standard, improves quality of life and functional vision outcomes.This indicates that instructions provided by telerehabilitation or though the eSight self-training standard are equally successful in improving quality of life and visual abilities outcomes and that telerehabilitation could be provided as an alternative training modality. To help guide evidence-based practice recommendations for low vision telerehabilitation implementation that meet the unique needs of individuals with low vision, further studies examining benefits of practice and training are needed.

No description available.

Le taux de chômage des personnes vivant avec une déficience visuelle (PDV) demeure préoccupant, malgré la mise en place de lois progressistes et d’actions diverses pour favoriser leur emploi. Les PDV éprouvent continuellement des difficultés d'intégration à l'emploi en raison de barrières dans le marché du travail et de l’inaccessibilité des lieux de travail. L'objectif de ce mémoire était de développer le contenu d'un outil de mesure qui pourrait évaluer l’état de préparation des milieux de travail pour accueillir des PDV. L’objectif a été atteint en deux temps. Premièrement, une synthèse de la littérature scientifique a permis de prendre la mesure des connaissances existantes et d’identifier les lacunes dans la recherche sur l'intégration à l'emploi. Deuxièmement, une étude co-créative a exploré les expériences vécues d’employés vivant avec une déficience visuelle et celles d’experts dans la création d’environnement de travail prêt à employer des PDV. Les résultats indiquent que traditionnellement l’approche pour faciliter l'intégration à l'emploi des PDV visait l'identification d’obstacles et de facilitateurs à la réussite professionnelle. Cette approche axée sur l’individu, souhaitait préparer les PDV à l'emploi. Peu de recherches ont été menées sur les efforts déployés par les employeurs et sur l’environnement de travail. Même si le milieu de travail a été identifié comme facteur de réussite et comme barrière dans l'intégration en emploi, aucune approche n'existe pour préparer les employeurs à l'arrivée de PDV. L’atteinte d’une répartition équitable des efforts impliquant tous les déterminants dans la réussite passe inévitablement par la préparation des environnements d'emploi. / The unemployment rate among people living with vision impairment (PVI) remains a significant concern, despite the implementation of progressive laws and various actions committed to promoting their employment. PVI continually experience difficulties in employment integration due to labor market barriers and inaccessible workplaces. The objective of this master’s thesis was to develop the content of a tool to access the preparedness of the employment environment to welcome PVI. This objective was accomplished across two phases as presented in this thesis. First, a scoping review synthesized existing knowledge and identified gaps in employment integration research. This knowledge informed the second phase, a co-creation study that explored the experiences of employees with vision impairment and employment domain experts in the creation of a work environment that is prepared to employ PVI. The findings indicate that previous attempts to facilitate the employment integration of PVI focused mainly on identifying barriers and facilitators to employment success. Furthermore, attempts to translate findings into employment integration plans focused on the individual perspective, making PVI employment ready. There has been little research into the efforts made by employers and their environments to achieve sustainable employment. Even though the employment environment was identified to contribute to employment success and lacking in the ability to ensure employment integration, no approach exists to prepare employers for the arrival of PVI. To achieve an equilibrium of effort among all the determinants of employment success, the preparedness of the employment environments must also be explored.

The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research multiple case study research design was used. The study was conducted in two secondary schools of the capital city of Tigray Regional State of Ethiopia. In the selection of the schools and research participants, a purposive sampling method was employed. The data were collected from 2 school principals, 35 teachers and 24 learners of grade 9 and 10. To collect the data, interviews (for principals and teachers), focus group discussions (for learners), observation, and questionnaires (for teachers), were used. The primary data for this research were the data gathered from interviews, focus group discussion and observation whereas the data gathered from the questionnaire were used to compare, triangulate and supplement. Data by the instruments were analysed under different themes using a constructivist/interpretive approach. The findings of the study revealed that the nature of school inclusivity regarding visually-impaired learners in Tigray Secondary Schools of Ethiopia is poor and visually-impaired learners are excluded. As a result, the exclusive nature of the schools is affecting the implementation and actualisation of inclusive education. Based on the findings, the study calls schools, communities, governmental and non-governmental organisations to take action for the implementation and realisation of inclusive education and the inclusion of all learners, such as visually-impaired learners. / Inclusive Education / D. Ed. (Inclusive Education)

Made available in DSpace on 2016-06-02T19:44:14Z (GMT). No. of bitstreams: 1 5134.pdf: 3904591 bytes, checksum: 196f7357f34d96d134a0ae6d9483aa8f (MD5) Previous issue date: 2013-03-05 / The literature has pointed to an increase in the incidence of children with visual impairments associated with neurological disorders and other disabilities, but the educational implications of the association of such impediments is considered a minor theme in the training of special education teachers. The present study aimed to develop and evaluate a collaborative consultation program in the field of visual impairment with a team of professionals of a special school for students with intellectual disabilities. The participants were the research/consultant, five teachers, two class assistants, a speech therapist, a physical therapist, a psychologist and an occupational therapist, plus 46 students with ages between 7 and 37 years. The study was carried out in three stages: preliminary step of conducting ethical procedures; Study-1, the diagnosis of institutional conditions; and Study-2, the intervention. The latter involved: a) theoretical training of 35 hours of lessons; b) practice based on case studies based on the development of a visual evaluation process of students, with the purpose of raising subsidies for educational planning and to apply the theoretical knowledge in practice; and c) final evaluation of the consultation/training program. The results of student s characterization showed that 30.4% were diagnosed with cerebral palsy; 30.4% with intellectual disabilities; 19.6% with Down syndrome, and 19.6% with other diagnoses. 83% of the students have already been through ophthalmological inspection with an average age of 4.2 years in first query. Two students were diagnosed with optic nerve atrophy and congenital cataracts, which was not reported by the parents to the school. As for the observation of visual difficulties, the parents have made 11 references, whereas the professionals made only 3. The results of the evaluation process of visual changes, duly complemented by medical information, were: 16 students (34.8%) showed no detected changes; 20 (43.5%) with minor changes (strabismus, refraction errors); 3 (6.5%) with visual impairment of ocular origin; 3 (6.5%) with cortical visual impairment; 1 (2.1%) with ocular and cortical visual impairment; and 3 (6.5%) with suspicion of visual impairment. The visual impairment was predominant among the cases of cerebral palsy. The case studies resulted in referrals to ophthalmological consultations, guidance to parents, propositions of pedagogical strategies, in addition the adjustment of materials and environment. The results concerning the evaluation of the collaborative consultation program showed that it was satisfactory regarding the professional development of the consultant and the consultees and regarding the possibilities of solving the addressed problem. The study highlights the need of ophthalmic and visual development assessment among students with intellectual and multiple disabilities and emphasizes the importance of collaborative practice between specialists, family and school professionals to an understanding of the problem of a student with visual impairment associated with intellectual or multiple disabilities. In addition, it suggests the need of a support network for teachers of special education, of generalist formation, what also includes teachers specialized in the visual impairment area, as well as other professionals with technical knowledge. / A literatura tem apontado um aumento na incidência de crianças com deficiência visual associada a distúrbios neurológicos e a outras deficiências, sendo as implicações educacionais da associação desses impedimentos um tema pouco considerado na formação dos professores de educação especial. O presente estudo teve como objetivo desenvolver e avaliar um programa de consultoria colaborativa na área da deficiência visual junto a uma equipe de profissionais de uma escola especial para alunos com deficiência intelectual. Foram participantes o pesquisador/consultor, cinco professoras, duas auxiliares de classe, uma fonoaudióloga, uma fisioterapeuta, uma psicóloga e uma terapeuta ocupacional, além de 46 alunos, de 7 a 37 anos. O estudo foi desenvolvido em três etapas, a saber: Etapa Preliminar de condução dos procedimentos éticos; Estudo 1, do diagnóstico das condições institucionais; e Estudo 2 da intervenção. Esta última envolveu: a) formação teórica de 35 horas/aula; b) parte prática baseada em estudos de casos através do desenvolvimento de um processo de avaliação visual dos alunos com a finalidade de levantar subsídios para o planejamento pedagógico e de aplicar na prática os conhecimentos teóricos; e c) avaliação final do programa através de análise de conhecimentos pré e pós-programa, entrevista e avaliação quantitativa pelos profissionais. Os resultados de caracterização dos alunos mostraram 30,4% com diagnóstico de paralisia cerebral; 30,4% com deficiência intelectual; 19,6% com síndrome de Down, e, 19,6% com outros diagnósticos. Haviam realizado consulta oftalmológica, 83,0% dos alunos, com uma média de idade da primeira consulta de 4,2 anos. Dois alunos tiveram diagnóstico de atrofia de nervo óptico e um de catarata congênita, que não foi comunicada pelos pais à escola. Quanto à observação de dificuldades visuais os pais fizeram 11 referências, enquanto os profissionais apenas três. Os resultados da avaliação das alterações visuais dos alunos complementada por informações médicas identificaram: 16 alunos (34,8%) sem alterações detectadas; 20 (43,5%) com alterações leves (estrabismo, erros de refração); três (6,5%) de deficiência visual de origem ocular; três (6,5%) de deficiência visual cortical; um (2,1%) com deficiência visual ocular e cortical; e três (6,5%) com suspeita de deficiência visual. A deficiência visual foi predominante entre os casos de paralisia cerebral. Os estudos de casos resultaram em encaminhamentos para consultas oftalmológicas, orientação aos pais, proposição de estratégias pedagógicas além de adaptação de materiais e ambiente. Os resultados quanto à avaliação do programa de consultoria colaborativa mostraram que foram satisfatórios do ponto de vista do desenvolvimento profissional, de ambas as partes, consultor e consultantes, e quanto às possibilidades de resolução da problemática abordada. O estudo destaca a necessidade da avaliação oftalmológica e do desenvolvimento visual entre alunos com deficiência intelectual e múltipla, e enfatiza a relevância da prática colaborativa entre especialistas, profissionais da escola e família para a compreensão da problemática do aluno com deficiência visual associada à deficiência intelectual ou múltipla. Além disso, sugere a necessidade de uma rede de apoio para os professores de educação especial, de formação, generalista, que inclui também professores especializados na área da deficiência visual, assim como outros profissionais com conhecimentos técnicos.

This transformative mixed method case study investigated the influence of Dance/Movement Therapy (DMT) as a physical activity on the psychosocial well-being of learners with the visual impairment of low vision in a school for the visually impaired in Gauteng. A study of existing literature indicated a series of psychological and social dynamics which shape a person with low vision’s self-esteem and subsequent psychosocial well-being. A DMT intervention programme was designed accordingly. Through a filtering process, six female, adolescent participants with possible self-esteem challenges were identified. These participants completed the Rosenberg Self-Esteem Scale (RSES) prior to taking part in the eight 60 minute sessions of the DMT intervention programme. The RSES was completed again post-intervention. Results indicated an increase in the self-esteem levels of all six participants to various degrees. Qualitative measures, including observations schedules, process notes in a researcher’s diary and participant reflections in DMT Journey Journals supported quantitative findings. / Mokgwa o, o o tswakantseng was diphetogo wa dithuto o batlisitse thotloetso ya Motantsho/ Motsamao wa pholo jaaka ikatiso ya mmele mo go itekanelong/ boitekanelong jwa tlhaloganyo ya barutwana ba ba sa boneng sentle mo sekolong sa bana ba ba sa boneng mo kgaolong/ porofinsi ya Gauteng. Dipatlisiso tsa dikwalo tse di leng teng di supa tatelano ya tlhaloganyo le loago e e farologaneng e e bopang go tlhoka go itshepa ga motho yo a neng le pono e e bokowa le tlhaloganyo le botho jwa gagwe. Ka jalo lenaneo la tseregano la DMT le ile la diriwa. Ka mokgwa wa go tlhopha, makgarebe a baša a le marataro, a a nang le mathata a go tlhoka boitshepo a ile a tlhopiwa. Ba tsaya karolo ba ba ile ba tlatsa kgotsa ba konosetsa selekano sa boitshepo sa Rosenberg (RSES) pele ba tsaya karolo mo go lenaneong la dikarolo tse robedi tsa metsotso e le 60 ya tserenanyo ya DMT. Morago ga tsereganyo selekano se ile sa tladiwa gape. Dipholo di supile kgolo e e farologaneng ya boitshepo mo go batsayakarolo botlhe ba le barataro. Ditekanyetso tsa boleng, tse di akaretsang lenaneo la ditlhokomediso, dintlha tsa tiriso tsa letsatsi le letsatsi mmatlisisi le maikutlo a batsaakarolo di totobatsa dipholo tse.dintsi mo dikwalong tsa tsela ya DMT. / Die invloed van die fisiese aktiwiteit van Dans/Bewegingsterapie op die psigososiale welstand van leerders met lae visie in ‘n skool vir gesiggestremde leerders in Gauteng is deur hierdie transformatiewe gemengde metode gevallestudie ondersoek. ‘n Studie van bestaande literatuur het ‘n reeks sielkundige en sosiale faktore wat die persoon met lae visie se self-beeld en gevolglike psigososiale welstand vorm uitgelig en ‘n Dans/Bewegingsterapie intervensieprogram is daarvolgens ontwerp. Ses vroulike adolesente deelnemers met moontlike self-beeld uitdagings is deur middel van ‘n filtreringsproses geïdentifiseer. Hierdie deelnemers het die Rosenberg Self-Esteem Scale (RSES) voor en na hulle deelname aan 8 60 minute sessies van die Dans/Bewegingsterapie intervensieprogram voltooi. Resultate het onderskeidelik ‘n toename in selfbeeldvlakke van al ses deelnemers tot in verskillende mates aangedui. Kwalitatiewe maatstawwe soos die gebruik van obserwasieskedules, prosesnotas in ‘n navorserdagboek en deelnemers se refleksies in hulle persoonlike Dans/Bewegingsterapie joernale het die kwantitatiewe bevindinge ondersteun. / Psychology of Education / M. Ed. (School Guidance and Counselling)