No description available.

The thesis is focused on spatial orientation and independent movement of visually impaired people. The aim of the thesis is to evaluate the extent of straight direction deviations concerning visually impaired pupils of primary and lower secondary schools. After analysis of specialized literature a description of current educational system for visually impaired pupils in the Czech Republic follows in the theoretical part. Specific needs related to the field of education of this target group are mentioned. Functional limitation of the visual analyzer influences spatial orientation and independent movement of the visually impaired individual. Therefore the thesis deals with the above mentioned topic and characterises education of the subject called spatial orientation and independent movement. Troubles in the field of motoric movement occur in the group of visually impaired people. This is apparent especially in incorrect walking technique and in deviation from the required straight direction. The research part of the thesis analyses deviations from the straight direction of the visually impaired and intact pupils.

The purpose of this thesis was to compare the contributions of attentional resources relevant to postural control between fall-fearful and non-fearful older adults. Levels of postural challenge and instructions of task prioritization were manipulated to obtain this goal. Results indicated that fall-fearful subjects demonstrated a reorganization of attentional resources when challenge to upright standing was imposed. Additionally, only non-fearful subjects demonstrated flexibility in the prioritization of the cognitive task. However both fall-fearful and non-fearful subjects demonstrated flexibility in the prioritization of the postural task. Findings suggested that fall-fearful older adults reorganize the allocation of attentional resources differently than non-fearful counterparts, potentially placing them at greater risk for falling as their awareness of the external environment and threats to balance may be compromised. / xii, 80 leaves : ill. ; 29 cm

Orientador: Eduardo José Manzini / Banca: Maria Cristina Marquezine / Banca: Jáima Pinheiro de Oliveira / Resumo: Em função do aumento do número de alunos com deficiência no ensino superior, bem como, em vista da preocupação em garantir os seus direitos, é preciso saber como as instituições estão se organizando para responder às necessidades desses alunos. Assim, o presente trabalho buscou, por meio de dois estudos, analisar as condições de acessibilidade e o nível de satisfação dos alunos com deficiência, em uma instituição de ensino superior. O Estudo 1 objetivou identificar e avaliar as condições de acessibilidade na UTFPR - Câmpus Medianeira. Para balizar esta etapa, foi utilizado o Instrumento para a Avaliação das Condições de Acessibilidade nas Instituições de Ensino Superior, composto por nove itens, e que apresenta 11 rotas pré-definidas. A aplicação do protocolo permitiu identificar os itens que estavam ausentes e os elementos que poderiam dificultar o deslocamento dos alunos com deficiência em cada rota avaliada. Os resultados demonstraram que a estrutura arquitetônica da universidade, mesmo com a ausência de alguns elementos, era suficiente para assegurar a acessibilidade do aluno com deficiência ou com mobilidade reduzida, em suas dependências. A finalidade do Estudo 2 foi avaliar o nível de satisfação e insatisfação dos quatro alunos com deficiência, matriculados na instituição. Para coletar os dados foi aplicada a parte A e C, da Escala de Satisfação e Atitudes de Pessoas com Deficiência - ESA. Os dados permitiram mensurar e obter a opinião dos alunos sobre a satisfação operacional, psicoafetivas, estrutural e atitudes diante dos obstáculos. O resultado final mostrou que, apesar de dois itens relativos a estrutura física não atenderem totalmente à norma vigente, no contexto geral, os alunos com deficiência apresentaram plena satisfação com vistas à acessibilidade na universidade. / Abstract: Due to the increased number of disabled students in higher education, as well as the concern to ensure your rights, we need to know how institutions are organizing to respond to the needs of these students. Thus, this study aimed, by means of two studies, analyze the accessibilities conditions and the satisfaction level of the disabled students. The first study aimed to identify and evaluate the accessibility conditions in the UTFPR campus Medianeira. This step was performed using for the research, the Instrument for Assessment of Accessibility Conditions in Higher Education Institutions, composed of nine items representing 11 pre-defined routes. The application of the protocol, identified the missing items and the elements that could difficult the displacement of disabled students on each route assessed. The results showed that the architectural structure of the university, although the absence of some elements, was sufficient to ensure the accessibility of disabled students or reduced mobility, in their dependencies. The second study aimed to evaluate the satisfaction and dissatisfaction of four disabled students enrolled in the institution. To collect the data was applied to A and C part of the Satisfaction Scale and Attitudes of Disabled People - ESA. The data allowed to measure and get the opinion of the students about the operational, psychoaffective and structural satisfaction, and their attitudes face of the obstacles. The final result showed that although two items relating to physical structure does not fully meet current regulations, in the general context, the disabled students had full satisfaction about the accessibility at the university. / Mestre

Made available in DSpace on 2015-06-17T19:34:12Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-10. Added 1 bitstream(s) on 2015-06-18T12:49:15Z : No. of bitstreams: 1 000832280.pdf: 684557 bytes, checksum: 7f9ddb9b93744c66803521654b30a9bf (MD5) / Em função do aumento do número de alunos com deficiência no ensino superior, bem como, em vista da preocupação em garantir os seus direitos, é preciso saber como as instituições estão se organizando para responder às necessidades desses alunos. Assim, o presente trabalho buscou, por meio de dois estudos, analisar as condições de acessibilidade e o nível de satisfação dos alunos com deficiência, em uma instituição de ensino superior. O Estudo 1 objetivou identificar e avaliar as condições de acessibilidade na UTFPR - Câmpus Medianeira. Para balizar esta etapa, foi utilizado o Instrumento para a Avaliação das Condições de Acessibilidade nas Instituições de Ensino Superior, composto por nove itens, e que apresenta 11 rotas pré-definidas. A aplicação do protocolo permitiu identificar os itens que estavam ausentes e os elementos que poderiam dificultar o deslocamento dos alunos com deficiência em cada rota avaliada. Os resultados demonstraram que a estrutura arquitetônica da universidade, mesmo com a ausência de alguns elementos, era suficiente para assegurar a acessibilidade do aluno com deficiência ou com mobilidade reduzida, em suas dependências. A finalidade do Estudo 2 foi avaliar o nível de satisfação e insatisfação dos quatro alunos com deficiência, matriculados na instituição. Para coletar os dados foi aplicada a parte A e C, da Escala de Satisfação e Atitudes de Pessoas com Deficiência - ESA. Os dados permitiram mensurar e obter a opinião dos alunos sobre a satisfação operacional, psicoafetivas, estrutural e atitudes diante dos obstáculos. O resultado final mostrou que, apesar de dois itens relativos a estrutura física não atenderem totalmente à norma vigente, no contexto geral, os alunos com deficiência apresentaram plena satisfação com vistas à acessibilidade na universidade. / Due to the increased number of disabled students in higher education, as well as the concern to ensure your rights, we need to know how institutions are organizing to respond to the needs of these students. Thus, this study aimed, by means of two studies, analyze the accessibilities conditions and the satisfaction level of the disabled students. The first study aimed to identify and evaluate the accessibility conditions in the UTFPR campus Medianeira. This step was performed using for the research, the Instrument for Assessment of Accessibility Conditions in Higher Education Institutions, composed of nine items representing 11 pre-defined routes. The application of the protocol, identified the missing items and the elements that could difficult the displacement of disabled students on each route assessed. The results showed that the architectural structure of the university, although the absence of some elements, was sufficient to ensure the accessibility of disabled students or reduced mobility, in their dependencies. The second study aimed to evaluate the satisfaction and dissatisfaction of four disabled students enrolled in the institution. To collect the data was applied to A and C part of the Satisfaction Scale and Attitudes of Disabled People - ESA. The data allowed to measure and get the opinion of the students about the operational, psychoaffective and structural satisfaction, and their attitudes face of the obstacles. The final result showed that although two items relating to physical structure does not fully meet current regulations, in the general context, the disabled students had full satisfaction about the accessibility at the university.

O objetivo deste estudo foi analisar um programa de Orientação e Mobilidade para pessoas surdocegas, sugerindo caminhos para a inclusão na escola, no trabalho, e em outros ambientes; promovendo recursos para o desenvolvimento de autonomia e acessibilidade e sugerir diretrizes para novos programas, bem como, resgatar a auto-estima, a autonomia e, principalmente, a qualidade de vida para esta população. A pesquisa aponta a importância do protocolo de avaliação para o desenvolvimento do programa Passo a Passo de Orientação e Mobilidade para pessoas surdocegas visando realizar as adaptações necessárias nas técnicas de guia-vidente, bengala longa e a criação de recursos para favorecer um deslocamento orientado e seguro. / The objective of this study was to analyze an Orientation and Mobility program for deafblind people, suggesting paths to inclusion at school, work, and other environments; promoting resources for the development of autonomy and accessibility and suggest guidelines to new programs, as well as, to recover self-esteem, autonomy and, mainly, the quality of life of this population. The research points out the importance of the assessment procedure for the development of the Orientation and Mobility Step-by-Step Program for deafblind people, which aims the realization of necessary adaptations in the long cane and sighted-guide techniques, and the creation of resources to favor a safe and oriented travel.

No description available.

No description available.

The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.

Thesis (PhD) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The researcher encountered the following problems while teaching braille IWSic notation to blind learners at the Pioneer School in Worcester: • Young learners learning to read braille IWSic notation with the piano as mediwn appeared to struggle technically. For example, blind children experienced difficulty finding the correct keys over seven octaves; they had generally weak posture; they had to learn to play one part with one hand while the other hand would read; they had to memorise the music for each clef individually and then combine them cognitively; they had to memorise the soprano, alto, tenor and bass parts of a piece; they often experienced discouragement because of the very slow progress they made compared with their sighted peers. • Although learners seemed to find the recorder technically more manageable, currently available braille recorder tutors proved to be inadequate. This inadequacy was a result of the tutors having been designed for the sighted child. The researcher thus set out to design a more appropriate approach than is currently available for teaching braille music notation to the blind, with the recorder as medium. The research method was qualitative and included a literature survey which covered the following unique needs of the blind learner: • psychological • emotional and social • concept development • motor skills (orientation, laterality, posture, coordination) • tactile perception • creativity and self expression The qualitative research also included video observation of a series ofiodividual and group lessons. The lesson material emerged from a programme designed by the researcher and was based on the literatme study. An observation panel. together with the researcher, evaluated the lessons on predetenDned coded assessment criteria 'The lessons and progrannne were adapted according to feedback from the lessons. The qualitative research includes interviews with five blind learners and six teachers of braille music notation. The interviews were designed to gather information on how blind learners can more appropriately be taught the braille music code. The unique needs of blind learners, in particular those concerning orientation and perceptual awareness, are considered in this alternative approach for teaching braille music notation to blind learners. 'The alternative programme is skills based and can be used convElliently in conlunetion with the Outcomes- Based Education (OBE) modeL / AFRIKAANSE OPSOMMING: Die navorser het die volgende probleme ondervind tydens baar onderrig van braille musieknotasie aan blinde leerders by Pionierskool in Worcester: • Dit wil voorkom asofjong leerders wat braille musieknotasie moet aanleer met die klavier as medium, tegniese probleme ondervind. Blinde kinders het dit byvoorbeeld moeilik gevind om die korrekte toetse oor sewe oktawe te vind; oor die algemeen was hulle houding swak; hulle moes leer om een stemparty met een hand te lees terwyl die ander hand gespeel het; hulle moes die musiek vir elke sleutelteken apart memoriseer en die stemme kognitiefbymekaar sit; hulle moes die sopraan, alt. tenoor en bas stempartye van 'n stuk memoriseer, hulle is baie keer moedeloos, weens hulle stadige vordering, in vergelyking met hulle siende portuurgroep. • A1hoewel dit gelyk het asof leerders die bioldIuit tegnies meer hanteerbaar gevind het, blyk huidige beskikbare braille bloldluit handleidings nie geskik te wees nie. Hierdie ontoereikendheid is as gevolg van die feit dat die handleidings vir die siende kind ontwerp IS. Derhalwe het die navorser gepoog om 'n meer toeganklike benadering te ontwikkel as wat tans beskikbaar is vir die onderrig van braille misieknotasie aan die blinde, met die bioldIuit as medium. Die ondersoekmetode was kwalitatief van aard en het onder andere 'n literatuuroorsig ingesluit wat die volgende unieke behoeftes van die blinde leerder ingesluit het: • siellnmdig • emosioneel en sosiaal • konsep ontwikkeling • motoriese vaardighede (oriëntasie, lateraliteit, houding, koOrdinasie) • gevoelswaarneming