Submitted by Giovanna Brasil (1154060@mackenzie.br) on 2017-08-15T19:56:32Z No. of bitstreams: 2 Márcio da Silva Ribeiro.pdf: 1973274 bytes, checksum: 1c10f0ee6934fe0465614ac9a8db6f07 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Amarante (1146629@mackenzie.br) on 2017-08-22T18:58:49Z (GMT) No. of bitstreams: 2 Márcio da Silva Ribeiro.pdf: 1973274 bytes, checksum: 1c10f0ee6934fe0465614ac9a8db6f07 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-22T18:58:49Z (GMT). No. of bitstreams: 2 Márcio da Silva Ribeiro.pdf: 1973274 bytes, checksum: 1c10f0ee6934fe0465614ac9a8db6f07 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-30 / The identification of indicators of phonological awareness in reading patterns for students with visual impairment (VI) who use the Braille system is an important indicator of reading competences. The general objective was to verify patterns of reading of words, numbers and letters in Braille in individuals with visual impairment. The specific objectives were: a) to identify and classify the types of errors in reading Braille words; b) to verify associations between the number of correct answers in Braille words, letters and numbers with type of VI, age of vision loss, chronological age, years attending school and time of exposure to Braille; c) to identify Braille reading pattern according to the type of words. The study adopted a cross-sectional exploratory design. The sample followed convenience criteria and was formed by 22 blind students without intellectual disability indicators (mean age = 29,09; standard deviation = 11,09; 8 females and 14 males) selected among 47 students with VI that attend a specialized educational service in Marabá, state of Pará, Brazil. The data collection instruments were: a) Rapid Automatized Naming Test (RAN/Letters and Numbers) transcribed into Braille; b) Test of word reading competence adapted and transcribed into Braille (TCLP); c) family socioeconomic classification form. The main results show a better performance at RAN compared to adapted TCLP. Participants displayed higher mean scores at TCLP for correct regular words (mean=0,89) and correct irregular words (mean=0,80). The worst performances were presented in homophone pseudo-words (mean=0,29) and strange pseudo-words (mean=0,42). Statistically significant positive correlations were observed between execution time at RAN (letters and numbers test) and age of onset of the VI. Statistically significant negative correlations were verified between the age of onset of the visual impairment and the number of correct answers at RAN-Letters. Most mistakes in reading words at TCLP were reverse letters, followed by omissions and additions. Considering the writing form of Braille system, we advanced the hypothesis that Braille‟s own writing patterns, with the inversion of dots (upper/lower and first/second column), may have contributed to the mistakes in reading words. The analysis of the collected data leads to the conclusion that, in reading patterns of Braille words, there was a prevalence of mistakes with reversion of letters, omissions and additions that, associated with the representation of Braille system, contributed to the high number of spelling mistakes. Many of the reversions, omissions and additions of letters contributed to a reading pattern with an expressive number of mistakes by semantic approximation, which highlights the participants‟ phonological deficits and reading difficulties. / A verificação de indicadores de consciência fonológica em padrões de leitura de alunos com deficiência visual (DV) que usam o sistema Braille é um indicador importante competências de leitura. O estudo teve como objetivo geral: verificar padrões de leitura de palavras, números e letras no sistema Braille em pessoas com deficiência visual; e como objetivos específicos: a) identificar e classificar os tipos de erros durante a leitura de palavras em Braille; b) Verificar associações entre o número de acertos na leitura de palavras, letras e números em Braille com o tipo de DV, idade de perda da visão, idade cronológica, anos que frequenta a escola e o tempo de exposição ao Braille; c) Identificar padrão de leitura em Braille em função do tipo de palavras. O estudo adotou um desenho transversal do tipo exploratório. A seleção amostral seguiu critérios de conveniência e foi formada por 22 alunos cegos sem indicadores de deficiência intelectual (média de idade=29,09; desvio padrão=11,09; 8 são do sexo feminino e 14 do sexo masculino) do total de 47 alunos com DV que frequentam o Atendimento Educacional Especializado da cidade de Marabá, estado do Pará. Os instrumentos de coleta de dados foram: a) Teste de Nomeação Automática Rápida (RAN/provas de letras e números), transcrito para o Braille; b) Teste de Leitura de Palavras adaptado e transcrito para o Braille (TCLP); c) Formulário de classificação socioeconômica familiar. Os principais resultados mostraram melhor desempenho no RAN se comparado ao teste TCLP adaptado. No TCLP adaptado o padrão de leitura mostrou médias maiores de acertos nas palavras correta regular (média=0,89) e correta irregular (média=0,80). Os piores desempenhos verificaram-se nas pseudopalavras homófonas (média=0,29) e pseudopalavras estranhas (média=0,42). Correlações positivas estatisticamente significativas foram observadas entre o tempo de execução no teste RAN (provas de letras e números) e a idade em que a pessoa adquiriu a DV. Correlações negativas estatisticamente significativas foram verificadas entre a idade em que a pessoa adquiriu a DV e o número de acertos no RAN-Letras. Os maiores erros na leitura de palavras no TCLP adaptado foram por trocas de letras, seguidas das omissões e das adições. Em função da escrita das palavras em Braille levantou-se a hipótese que os padrões de escrita de letras do sistema Braille com inversão de pontos (superior/inferior e 1ª coluna/2ª coluna) tenham contribuído com erros na leitura de palavras. Conclui-se, a partir das análises de dados, que nos padrões de leitura de palavras em Braille houve um predomínio de erros de leitura com trocas de letras, omissões e adições que em associação com a representação do sistema Braille contribuiu consideravelmente com o número elevado de erros ortográficos. Muitas das trocas, omissões e adições de letras contribuíram com um padrão de leitura com um número expressivo de erros por aproximação semântica de leitura evidenciando os déficits fonológicos e dificuldades de leitura dos participantes.

ABSTRACT: “The real problem of blindness is not the loss of eyesight. The real problem is the misunderstanding and lack of information that exist. If a blind person has proper training and opportunity, blindness can be reduced to a physical nuisance.”- National Federation of the Blind (NFB) Multi-touch screen is a relatively new and revolutionary technology in mobile phone industry. Being mostly software driven makes these phones highly customizable for all sorts of users including blind and visually impaired people. In this research, we present new interface layouts for multi-touch screen mobile phones that enable visionless people to enter text in the form of Braille cells. Braille is the only way for these people to directly read and write without getting help from any extra assistive instruments. It will be more convenient and interesting for them to be provided with facilities to interact with new technologies using their language, Braille. We started with a literature review on existing eyes-free text entry methods and also text input devices, to find out their strengths and weaknesses. At this stage we were aiming at identifying the difficulties that unsighted people faced when working with current text entry methods. Then we conducted questionnaire surveys as the quantitative method and interviews as the qualitative method of our user study to get familiar with users’ needs and expectations. At the same time we studied the Braille language in detail and examined currently available multi-touch mobile phone feedbacks. At the designing stage, we first investigated different possible ways of entering a Braille “cell” on a multi-touch screen, regarding available input techniques and also considering the Braille structure. Then, we developed six different alternatives of entering the Braille cells on the device; we laid out a mockup for each and documented them using Gestural Modules Document and Swim Lanes techniques. Next, we prototyped our designs and evaluated them utilizing Pluralistic Walkthrough method and real users. Next step, we refined our models and selected the two bests, as main results of this project based on good gestural interface principles and users’ feedbacks. Finally, we discussed the usability of our elected methods in comparison with the current method visually impaired use to enter texts on the most popular multi-touch screen mobile phone, iPhone. Our selected designs reveal possibilities to improve the efficiency and accuracy of the existing text entry methods in multi-touch screen mobile phones for Braille literate people. They also can be used as guidelines for creating other multi-touch input devices for entering Braille in an apparatus like computer.

This thesis is based on five empirical studies of pupils with visual impairments, their reading ability and processes of reading acquisition within the framework of mainstream education in comprehensive schools. The aim of the thesis is to increase our understanding and knowledge of reading acquisition in pupils with visual impairments in mainstream education. A further aim is to find factors, which influence reading acquisition from an individual, as well as an environmental, perspective. Developmental theories regarding the individuals' possibilities to acquire an optimal development in interaction with their environment offer a theoretical framework for the thesis. Different research designs, descriptive and explorative, have been used to fulfil the purpose. The studies have revealed a heterogeneous group of readers with visual impairments bearing in mind functional visual ability, reading media (print and braille) and reading ability. As a result of these studies, it was possible to divide the readers into three groups with regard to reading performance. About one quarter of the population was average or high achievers, another quarter extremely low achievers, irrespective of visual acuity, reading media or reading devices. In most cases, additional impairments, intellectual impairment or language problems caused low achievement. The largest group, about half of the population, consisted of readers who were able to read but demonstrated difficulties in other ways. Visual acuity and reading media varied greatly in this group. There were uncertain readers, readers with low reading rate but good comprehension, readers with less stamina and readers who did not use their reading ability except for schoolwork. The pupils were well equipped with optical devices, lighting and special desks but seldom used the facilities for reading. In general, the pupils with visual impairments read less compared with their sighted peers. Nor were they exposed to text in natural situations in society, which decrease their incidental reading training. Consequently, a large group of readers with visual impairments need an adapted reading program in order to stimulate reading from the start and to use their potential ability. Competence in the school and home environment is necessary for compensating lack of training and preventing the visual impairment being the reason for reading difficulties. Reading disabilities due to biological factors were significant for a smaller group. Visual impairment as a reading handicap is, in this thesis, identified when a person, able to read, does not have access to the text in an appropriate reading medium or format, reading and writing tools are missing or reading must be performed in a badly adapted environment. Increased knowledge and effective environmental measures could reduce a reading handicap caused by a visual impairment for a larger group of children and young people. / <p>Härtill 5 uppsatser. Endast sammanfattning s. 1-93 i fulltext.</p><p></p>

Braille literacy is an important and vital part of visually impaired and blind peoples’ everyday lives. The purpose of this paper was to evaluate different feedback modalities used in a smartphone game and analyze their impact and effectiveness on alphabetic braille learning. In this study, three different modalities were used and tested. These were tactile feedback, auditory feedback, and a combination of both. A quantitative method and a post-test consisting of braille writing and reading exercises was used to measure the effectiveness of each feedback modality. 18 people, equally distributed between the three different feedback modalities participated in the study. Each played the game using blindfolds. The result show that there was no statistically significant difference between the feedback modalities as determined by a one-way ANOVA test. However, a practical difference when playing the game was found. The respondents who used the combined feedback method performed better in the game. On average, the respondent learned to identify seven out of twelve braille characters and was able to read one out of five words in braille print. The study concluded that the game could be played autonomously and that the feedback modalities could be used separately or in combination with each other without affecting the knowledge post-test.

Orientadora: Lígia Maria Presumido Braccialli / Banca: Célia Regina Vitaliano / Banca: Adriana Garcia Gonçalves / Banca: Jáima Pinheiro de Oliveira / Banca: Nilson Rogério da Silva / Resumo: Este estudo aborda aspectos relativos à contribuição da Tecnologia Assistiva para a educação, acesso à informação e processos sociais para pessoas cegas. Apresenta o Portactil, plataforma de acessibilidade baseada em dispositivos móveis (tablets) associado a um dispositivo para leitura em Braille chamado Mouse Braille. O objetivo principal do estudo foi avaliar a usabilidade do Portactil enquanto plataforma para a escrita e a leitura de textos em áudio e em Braille. A pesquisa foi dividida em dois estudo: Estudo 1: Avaliação da usabilidade do Portactil: opinião de professores das Salas de Recursos Multifuncionais de escolas públicas municipais; Estudo 2: Avaliação da usabilidade do Portactil: opinião de alunos e professores cegos de Associação de Apoio a cegos. No estudo 1 participaram 68 professores das Salas de Recursos Multifuncionais de escolas públicas. Para a coleta de dados desse estudo foi realizado um minicurso de formação com os professores e a seguir eles responderam a um questionário de usabilidade com perguntas fechadas e abertas. Os dados do questionários foram tabulados e transformados em notas, sendo a pontuação máxima dez pontos. Os dados qualitativos foram classificados quanto aos aspectos positivos e negativos da plataforma. A análise quantitativa da usabilidade indicaram as seguintes médias: eficiência de uso 6,71; facilidade de aprendizado 5,94; facilidade de memorização 5,65; baixa taxa de erros 5,43; satisfação subjetiva 6,46; ergonomia 7,32 e usabilid... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study approaches aspects related to Assistive Technology for education, access to information and social processes to the blind. It presents Portactil, an accessibility platform based upon tablets associated to a device named Braille Mouse. The main objective of this research was to evaluate the usability of Portactil as a platform for writing and reading audio texts in Braille. The thesis was divided into two studies: Study 1: Evaluation of Portactil usability: teachers' opinions from public schools multifunctional resource classrooms; Study 2: Evaluation of Portactil usability: Opinions of blind students and teachers from Blind Support Association. In Study 1, 68 public school multifunctional resource classroom teachers took part. To collect data, a teacher training short term course was offered and after they answered a usability questionnaire contained closed and open questions. Questionnaire data were tabled and transformed into grades up to ten scores. Qualitative data were ranked as negative or positive. Usability quantitative analysis showed the following averages: 6,71 use efficiency; user friendly; 5,94; memorization propensity: 5,65; low error range: 5,43; subjective satisfaction: 6,46; ergonometric: 7,32 and general usability: 6,24. Qualitative analysis showed that the platform needs modifications mainly when it comes to the Braille Mouse and to editing text process and file manipulation. There were 2 blind teachers and 7 blind students from Blind Support Association. At first, a short term course was offered and then, a questionnaire and an interview were applied to collect data. Data questionnaire were tabled and transformed into grades up to ten scores. Qualitative data were ranked as platform positive and negative aspects. Results of Study 2 indicated the following averages: use efficiency: 7,0; Learning propensity: 4,5; ... (Complete abstract click electronic access below) / Doutor

This study investigates how mathematics teachers help Visually Impaired (VI) learners to construct mathematics knowledge. This investigation involved identifying the challenges encountered by high school mathematics teachers in teaching mathematics to VI learners, the approaches used and the assistive technology used to adapt and modify the curriculum to accommodate VI learners, and also aid the learners to access and construct mathematics knowledge. A constructivist approach was employed, allowing a discussion of how high school mathematics teachers redefine their position from that of a teacher to that of a facilitator who guides and stimulates VI learners to construct their own knowledge. A case study of two teachers from one of the special schools that offer mathematics up to FET phase was conducted. Data were collected from the teachers through classroom observation and semi-structured interviews. The study revealed that the teachers‘ experience resulted in a variety of challenges in teaching mathematics to VI learners. This finding further reveals that the approaches used to teach mathematics to VI learners are not different from those used in mainstream education. However, modification to the curriculum content is inevitable. Additionally, the selection of the appropriate approach and the effectiveness of using it to assist the VI learner depends on the skill, knowledge and the experience of the teacher in teaching mathematics to VI learners. The study also revealed that assistive technology is essential for enlarging the text to the correct font of the learner and translating print text to braille to help blind learners complete their tasks. For example, while a transformer HD is used to enlarge text, the scientific notebook, Math Type and Duxbury programs are used to generate braille text. Additionally, the Tactile View and View Plus programs are used to produce embossed sketches, while Perkins braillers and talking calculators provide further independence. Due to the limited number of participants in the study and the focus on a single case, the dissertation does not aim to generalise the results to all special needs schools in South Africa. However, the findings will be of great benefit to those teachers teaching mathematics in special needs schools with VI learners to take a step forward in introducing mathematics at FET phase level. / Dissertation (MEd)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / MEd / Unrestricted

The aim of work is conversion of a photographed Braille into ordinary text. On the beginning, there are described Braille specification and principles. In the next part are mentioned types of sensors for taking photos. The main part describes phases of image processing and their implementation in C++. At the end, there are listed possibilities of future development.

Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through social contexts and observations, was used as the conceptual framework for this study. Data were collected from 1-on-1 interviews with 10 volunteer regular education teachers teaching students at the elementary level. The resulting data were analyzed via color-coding transcripts, NVivo running word-frequency queries, and manual review of each transcript. The results revealed the participants did not have training, awareness for the literacy needs of students with visual impairment, or knowledge of the different types of technology used to access and create literacy materials. Although they lacked training and current knowledge of providing literacy instruction, the participants expressed confidence in their ability to research, collaborate, and gain the knowledge needed to effectively do so. The implications for positive social change include implementation of training and/or an education cycle for more efficient instruction when serving a student with visual impairment in the local school district. Efficient instruction can facilitate an improvement in the academic performance of students with visual impairment.

Braille is a writing system that uses tactile dots in a predetermined order which, in relation to each other, represent different letters in the alphabet. This writing system makes it possible for people with visual impairments to take part of the written media. But the availability of home based braille printers is limited and these printers are often expensive. The purpose of this project is to investigate if it is possible to build a home based braille printer for a low cost using microcontrollers, and thereby making it more accessible to people with visual impairment. In order to achieve this, a prototype was built using an microcontroller together with stepper motors and a solenoid. These components were then controlled by code through user input and translated to required movements. Each switch case then calls a set of functions that activates the steppers and the solenoid in the order needed to get the desired character. In the time frame given, the project resulted in a prototype able to print out the input it was given. As for the cost of building your own Braille printer in comparison to buying one on the market highly depends on what processing machines are accessible. / Braille är ett skrivsystem som använder taktila prickar i en förbestämd ordning i förhållande till varandra som representerar olika bokstäver i alfabetet. Detta skrivssystem gör det möjligt för personer med nedsatt syn att ta del av de skriftliga medierna. Men tillgången av hembaserade braille-skrivare är begränsad och dessa skrivare är ofta dyra. Syftet med detta projekt är att undersöka om det är möjligt att bygga en hembaserad braille-skrivare till en låg kostnad med hjälp av mikrokontroller och därmed underlätta för personer med nedsatt syn. För att uppnå detta byggdes en prototyp med en mikrokontroll tillsammans med stegmotorer och en solenoid. För att styra dessa komponenter skrevs en kod som tar in information från vad som skrivits i Arduinos serial monitor och kopplar sedan detta till specifika switch cases. Varje switch case anropar sedan en uppsättning funktioner som aktiverar stegmotorerna och solenoiden i den ordning som behövs för att få önskad bokstav. Med den givna tidsramen resulterade projektet i en prototyp som kunde skriva ut det input den var given. Vad det gäller kostnaden för att bygga en Braille-skrivare på egen hand jämfört med att köpa en på marknaden beror mycket på vilka bearbetningsmaskiner som är tillgängliga.

Esta investigación incluye por objetivo principal mejorar el método de aprendizaje del sistema Braille a través de un aplicativo para el reconocimiento de palabras basado en un dispositivo grafico táctil, que cuenta con la ayuda de un sistema web, determinando el método de aprendizaje en los estudiantes, y se adapte a su desarrollo educativo. Demostrando con la hipótesis planteada lograr vencer las dificultades de aprendizaje educativo utilizando el uso de herramientas tecnológicas. La metodología RUP utilizada en la implementación del software es eficiente en el conjunto de actividades que transformaran los requerimientos del usuario para futuras versiones, mejorando los recursos de desarrollo y la tecnología utilizada. Los resultados obtenidos con la herramienta tecnológica logro reducir tiempos permitiendo interactuar de una manera más fácil en el aprendizaje del estudiante. Se comprobó que los estudiantes al utilizar esta herramienta tecnológica logran reconocer las letras o números de manera más rápida en su avance de aprendizaje. Se concluyo que el dispositivo tecnológico, aporta en su desarrollo intelectual, psicomotor y táctil en los estudiantes logrando comprender el lenguaje Braille, para mejorar su interés lector y su didáctica. A través de la tarjeta Arduino Mega se realizó la programación para el reconocimiento de palabras o números en el lenguaje Braille, obteniendo que el estudiante este más entusiasta en seguir aprendiendo, logrando acortar el tiempo y potenciando su autoestima y autonomía para que puedan comunicarse y expresarse sin problemas.