Frau K. hat sich viel vorgenommen für heute. Sie wird ihre E-Mails lesen und beantworten, ... Denn Frau K. ist blind und nutzt seit mehr als einem Jahr regelmäßig den PC-Arbeitsplatz für blinde und sehbehinderte Nutzer der SLUB.

In 2000, contributors to the formulation of the National Plan for Training Personnel to Serve Children with Blindness and Low Vision anticipated a severe shortage of direct service personnel as early as 2006 with an increasing negative impact on teacher numbers through the end of the decade. It is necessary to attract approximately 5,000 new teachers to the field to meet the needs of the ever-increasing population of students with visual impairments requiring specialized training.This study investigated the personality and background experiences of individuals who are attracted to work as educators with students with visual impairments. A sample of 132 teachers who had been trained at either the undergraduate or graduate level and were employed within their first five years as teachers with this specialization completed the Holland Self-Directed Search (Form CP) and a Participant Profile form to ascertain the personality types and experiences of those new to the field.The study considered three variables: (1) gender, (2) race/ethnicity, (3) teacher training level and their association with Holland personality type (RIASEC). All three variables were weak predictors of the personality type of teachers of the visually impaired as indicated by Goodman and Kruskal's tau. Results of the Holland Self-Directed Search was a stronger measure of the personality type associated with becoming a teacher of students with visual impairments. The data related to the sample revealed that 65.2% of those responding identified themselves as Social type.Teachers identified how they became aware of the field prior to making a decision to enter a teacher-training program, what their reasons were for making a decision to enter a training program to become a teacher of students with visual impairments, and which areas of their teaching experience differed from what they had expected prior to employment in the field. Limitations of the study, implications of the results for recruitment and retention of teachers of students with visual impairments, and recommendations for future research are provided.

No description available.

Socialinis ir ekonominis šalies vystymasis yra paremtas harmoningu individo santykiu su visuomene, jo pilnaverčiu socialiniu funkcionavimu. Kiekvienai valstybei tenka didžiulis vaidmuo ir atsakomybė, laiduojant savo tautos socialinę pažangą ir gerovę, kuri susideda iš kiekvieno jos nario, taip pat ir turinčio tam tikrų raidos sutrikimų, gerovės ir nuolatinės pažangos. Visame pasaulyje vienu iš sunkiausių neįgalumų, kuris ne tik fiziškai kamuoja, bet ir dvasiškai sukrečia žmogų, yra neregystė ir silpnaregystė. Demokratiška visuomenė turėtų užtikrinti asmenims, kenčiantiems nuo šių sutrikimų, siekti kaip galima geresnio išsilavinimo, saviraiškos darbinėje, kultūrinėje, visuomeninėje sferose. Tyrimo tikslas: Atskleisti žmonių su regėjimo negalia socialinės integracijos ypatumus Lietuvoje. Tyrimo uždaviniai: Remiantis moksline ir teisine literatūra, išanalizuoti asmenų su regėjimo negalia teisinius ir teorinius socialinės integracijos aspektus Lietuvoje; Išanalizuoti sutrikusio regėjimo žmonių reabilitacijos, edukacijos, profesinės orientacijos ir socialinės integracijos praktinius ypatumus Lietuvoje; Numatyti asmenų su regėjimo sutrikimais socialinės integracijos tobulinimo kryptis. Tyrimo metodai: Psichologinės, edukologinės literatūros ir teisinės bazės analizė; Anketavimas; Statistinė duomenų analizė. Tyrimo rezultatai rodo, kad Lietuvos Respublikoje veikiantys teisės aktai užtikrina lygias galimybes visiems žmonėms, tame tarpe ir asmenims su regėjimo negalia... [toliau žr. visą tekstą] / Social and economical development of the country is an essential guarantee for harmonious relationship between human and society, and his/her full social functioning. Every country gets an enormous role and responsibility in guaranteeing social progress and welfare of its nation, in planning the means of social development and the infrastructure of social services. In the whole world losing sight is considered as one of the most difficult disabilities that not only tortures physically but is also spiritually shocking. Blindness as a phenomenon has existed since the earliest times and unfortunately in spite of all the progress of medicine will exist for a long time. It is familiar to the people of different cultures ant different epochs. The aim of the research: to reveal the peculiarities of social integration of people with visual impairment in Lithuania. The objectives of the research: with the reference to scientific and juridical literature to analyze legal and theoretical aspects of social integration of people with visual impairment in Lithuania; to analyze practical peculiarities of rehabilitation, education, vocational counselling and social integration of people with visual impairment in Lithuania; to foresee the directions of improvement of social integration of people with visual impairment. The methods of the research: analysis of psychological and educological literature and juridical basis; questionnaire; statistical data analysis. The results of the research... [to full text]

Šiandieninėje visuomenėje vis daugiau dėmesio skiriama neįgalumą turinčių asmenų socialinei integracijai į visuomenę. Tam turi reikšmės priimti Invalidų socialinės integracijos (1991), Neįgaliųjų socialinės integracijos (2005), Specialiojo ugdymo (1998) įstatymai, Nacionalinė žmonių su negalia socialinės integracijos 2003 – 2012 metų programa, iškeliantys būtinybę mažinti šių asmenų socialinę atskirtį. Pažymima, kad socialinė integracija gali padėti asmeniui prisitaikyti socialinėje aplinkoje ir kartu gerinti aplinkos sąlygas siekiant užtikrinti jo sėkmingą funkcionavimą. Sprendžiant šias problemas, svarbu, kad regėjimo negalę turintis asmuo, dalyvautų pilnavertėje visuomeninėje veikloje, patikėtų savo galimybėmis ir kad jam būtų padedama įgyti aukštesnį socialinį kompetentingumą. Meninė integracija suprantama kaip skirtingai besivystančių asmenų bendravimas ir kūrybinė meninė veikla. Tačiau ypatingą reikšmę turi profesionalus požiūris į integruotos meninės veiklos turinį, parenkamą repertuarą ir jo adaptavimą skirtingų gebėjimų kolektyvui, bendros veiklos organizavimą. Tyrimo objektas – regėjimo negalę turinčių asmenų kolektyvinė muzikinė veikla. Tyrimo tikslas – atskleisti regėjimo negalę turinčių asmenų įgalinimo galimybes kolektyvine muzikine veikla. Tyrimo uždaviniai: 1) apibrėžti regėjimo negalės sampratą mokslinėje literatūroje; 2) apžvelgti visuomenės požiūrio į neregius kaitą istorinės raidos kontekste; 3) apibūdinti regėjimo negalę turinčių asmenų... [toliau žr. visą tekstą] / The society is increasingly focused on people with disabilities to social integrate them into society. Implications for Social integration for handicapts (1991), Social integration for disabled (2005), Special education (1998) laws, Nacional 2003 - 2012 year program for social integration for people with disabilities, putting emphasis on the need to reduce their social exclusion. Noted that social integration can help a person to adapt the social environment, and to improve environmental conditions in order to ensure its successful functioning. Tackling these problems, it is important that a person with vision disabilities participates in social activities , entrustes to his potential and that he would get help to gain a higher level of social competencies. Arts integration is understood as communication and creative artistic activity for people with different development. However, professional attitude for content of integrated art activities, selected repertoire and its adaptation for collective with different abilities and organizing activities have special significance. Research subject – collective musical activity in persons with visual disabilities. Purpose of the research – to reveal opportunities for integration into society for people with visual disabilities through collective musical activities. Research objectives: 1) define the concept of visual disability in scientific literature; 2) overview public attitude to blind people in the context of the historical... [to full text]

The study deals with young people with visual impairment and their choices of upper secondary school, what is behind and how they are affected by other aspects and other people around them. It also describes how these students experience the career counseling they received for the election. This has been the purpose of the study and was examined through qualitative method and interviews with five young people aged 15 to 21 years with severe visual impairment or blindness. The results and conclusion is that these young people are greatly affected by their parents in choice of upper secondary school and that the school’s attitude to the pupil has a major impact on whether the pupil chooses the school. Most students report that they are satisfied with the career counselling they received in elementary school, but it also occur shortcomings. The basis of the work was Careership theory thanks to its concepts about turning points and routines, mainly in young people's lives such as the transition from elementary to upper secondary school.

This thesis reports research conducted into a character recognition system suitable for use in a reading aid for the blind. A brief review of blind reading aids is given, showing the need for a device which is cheap, simple and effective. The structure of a proposed reading aid fulfilling these needs is outlined, with a list of the desired characteristics of each of its subsystems. The remainder of the thesis is concerned with research into just two of these subsystems: the input device and the character recognizer. A detailed review of pattern recognition by the n-tuple method is presented, followed by a description of the experimental techniques used in obtaining real data from a camera system, and in simulating various recognizer structures. The camera system and computer programs developed specifically for the research are described in detail. Several series of experiments are reported, concerned mainly with investigating problems associated directly with the blind reading aid, namely accommodation of multifont printed text and of the tracking errors inherent in data from a hand-held probe. A further series of experiments, aimed at improving the performance of the recognizer within fixed size constraints, i. e., optimisation, has a wider field of application. Finally suggestions are made as to how the recognizer might be implemented in a reading aid, using RAMs, ROMs, or PLAs as the main storage elements.

Reading is one of the most important activities in most people’s life. For children, reading is a window to knowledge, good educational achievement and better job opportunities in the future. Thus reading fluency is a very important factor in the child’s education. Children and young adults with low vision usually use a close working distance to gain relative distance magnification. Unlike adults, they have active accommodation. Many studies, however, have shown that children and young adults with low vision have reduced accommodation response compared to the norms of their age. Reading additions (high plus lenses) can correct for this reduction in accommodation and may be an optimum method of prescribing magnification in younger adults with low vision. There have been no studies to verify the best method of prescribing reading additions in young adults with low vision and few studies of their effect on reading performance. This is the first study to compare different methods to determine reading additions and their effect on reading performance in young adults with low vision. The aims of the present study are 1) to investigate if three different methods to determine reading additions would lead to significantly different dioptric powers 2) to determine which method (if any) would lead to better reading performance. Reading performance was assessed by measuring the maximum reading speed, critical print size (CPS), print size threshold and the area under the reading speed curve. This was an experimental study involving thirty participants with low vision aged between 8 to 35 years. Participants were recruited from the Low Vision Clinic at the School of Optometry, University of Waterloo, Canadian National Institute for the Blind (CNIB) and the Vision Institute of Canada. All participants underwent a routine clinical examination including distance visual acuity, near visual acuity, Pelli-Robson contrast sensitivity, unilateral cover test, static retinoscopy, subjective refraction and measurement of the habitual reading distance. A questionnaire was used to determine their usage of any low vision aids, their perceived difficulty with reading and time spent reading. Reading additions were determined by 1) an objective method using Nott dynamic retinoscopy 2) an age-based formula 3) a subjective method based on the participant’s response to lenses. Reading tasks and dynamic retinoscopy were conducted at a fixed working distance of 12.5cm. Reading performance was assessed using MNREAD-style reading charts with each of the reading additions and without a reading addition, in a random order. Sentences were arranged in way that no sentence was repeated by the same participant. Participants were timed with a stop watch in order to calculate the reading speed in correct words per minute (CWPM). Reading speeds were plotted against print size to calculate the maximum reading speed, the critical print size, MNREAD threshold and the area under the reading speed curve. The participant’s mean age was 16 (± 6) years. There were equal number of males and females. The mean distance visual acuity of the tested eye ranged from 0.357 to 1.184 logMAR with a mean of 0.797 ± 0.220 logMAR. The near visual acuity ranged between 0.301 to 1.301 logMAR with a mean of 0.80 ± 0.26 logMAR. There were six participants who already had a reading addition. Maximum reading speed ranged between 52 to 257 wpm (165 ± 61 wpm). Critical print size ranged between 0.325 to 1.403 logMAR (0.965 ± 0.279 logMAR). Repeated measures ANOVA on the whole group showed that there was a significant difference between the reading additions (p=0.001). The retinoscopy reading addition power was significantly lower than the age add (p=0.002) and the subjective add (p=0.038). Repeated measures ANOVA did not show any improvement of any of the reading measures with the reading additions compared to without the reading addition. A re-analysis was undertaken excluding participants who had normal accommodation at 12.5cm. The results of repeated measures ANOVA showed that there was no significant difference in the dioptric powers obtained by the three methods, although, all reading addition power were significantly greater than zero (t-test <0.0005). There was a significant difference in the area under the reading speed curve (p=0.035), which was greater with the subjective addition than with no reading addition (p=0.048). The MNREAD threshold significantly improved with the age addition compared to no addition (p=0.012). There was a large variability between the participants in their response to a reading addition. Analysis of individual data showed that some participants showed a clear improvement in reading performance with a reading addition. Other participants did not demonstrate any obvious improvement in reading performance with reading additions. Of those participants who showed an improvement, all but one participant had abnormal accommodation. However, not all participants who did not show an improvement had normal accommodation. Univariate analysis and forward step-wise linear regression analysis were used to investigate if any improvement in reading performance and the habitual reading performance without a reading addition could be predicted by factors that were measured in the study. These factors included distance visual acuity, near visual acuity, contrast sensitivity, lag of accommodation, age, time spent on reading each day, perceived difficulty of reading regular print and whether or not the participant received training for the usage of his/her low vision aids. Improvement in reading performance could not be predicted by any of these factors. Habitual reading performance without a reading addition was correlated with some factors. Univariate analysis showed that critical print size was associated with MNREAD threshold (r=0.904. p<0.0005), distance visual acuity (r=0.681, p<0.0005) and contrast sensitivity (r=-0.428, p=0.018) and MNREAD threshold without an addition was associated with the contrast sensitivity (r=-0.431, p=0.017,) and distance visual acuity (r=0.728, p<0.0005). Difficulty of reading correlated with near visual acuity (Spearman correlation coefficient=0.620, p=0.0009), MNREAD threshold (Spearman correlation coefficient=0.450, p=0.02) and maximum reading speed (Spearman correlation coefficient=-0.472, p=0.014). Time spent on reading each day correlated with the area under the reading speed curve (Spearman correlation coefficient=0.659, p=0.0024). The multiple regression analysis showed that MNREAD threshold was best predicted by distance visual acuity (R=0.728, p <0.0005), critical print size could be predicted by distance visual acuity (R=0.681, p <0.0005) and age (R=0.748, p=0.022) and the power of the subjective addition could be predicted by age (R=0.583, p=0.001) and near visual acuity (R=0.680, p=0.028). There was evidence that a reading addition improved reading performance as measured by the area under the curve and MNREAD (reading acuity) thresholds, but this was not predicted by any visual factor, except that all those who gained improvement had poor accommodation. Therefore, it is recommended that an eye care practitioner should demonstrate a reading addition in a low vision assessment of children and young adults, particularly with patients who have reduced accommodation.

Made available in DSpace on 2014-12-17T14:52:42Z (GMT). No. of bitstreams: 1 ZulmarJSJ.pdf: 2625494 bytes, checksum: efe5dbffc3b1f43f1694c44cdaf3d6a2 (MD5) Previous issue date: 2009-01-13 / This study aims to propose a computing device mechanism which is capable to permit a tactile communication between individuals with visual impairment (blindness or low vision) through the Internet or through a local area network (LAN - Local Network Address). The work was developed under the research projects that currently are realized in the LAI (Laboratory of Integrated Accessibility) of the Federal University of Rio Grande do Norte. This way, the research was done in order to involve a prototype capable to recognize geometries by students considered blind from the Institute of Education and Rehabilitation of Blind of Rio Grande do Norte (IERC-RN), located in Alecrim neighborhood, Natal/RN. Besides this research, another prototype was developed to test the communication via a local network and Internet. To analyze the data, a qualitative and quantitative approach was used through simple statistical techniques, such as percentages and averages, to support subjective interpretations. The results offer an analysis of the extent to which the implementation can contribute to the socialization and learning of the visually impaired. Finally, some recommendations are suggested for the development of future researches in order to facilitate the proposed mechanism. / O presente trabalho teve como objetivo propor um dispositivo computacional capaz de permitir a comunica??o t?til entre indiv?duos com defici?ncia visual (cegueira ou baixa vis?o) atrav?s da Internet ou de uma rede local (LAN Local Adress Network). O trabalho foi desenvolvido no ?mbito dos projetos de pesquisas que atualmente s?o realizados no LAI (Laborat?rio de Acessibilidade Integrada) da Universidade Federal do Rio Grande do Norte. Assim, realizou-se uma pesquisa, envolvendo um determinado prot?tipo capaz de reconhecer geometrias, com alunos considerados cegos legais, do Instituto de Educa??o e Reabilita??o de Cegos do Rio Grande do Norte (IERC-RN), localizado no bairro do Alecrim, cidade de Natal. Paralelamente, foi desenvolvido outro prot?tipo, testando a comunica??o via rede local e Internet. Para analisar os dados, utilizou-se a abordagem qualitativa e quantitativa, por meio de t?cnicas estat?sticas simples, como percentuais e m?dias, para apoiar interpreta??es subjetivas. Os resultados oferecem uma an?lise de at? que ponto a aplica??o pode contribuir para a socializa??o e aprendizado dos deficientes visuais, e por fim, s?o sugeridas algumas recomenda??es em termos de desenvolvimento de pesquisas futuras no intuito de viabilizar o dispositivo proposto.

Submitted by ANTONIO DA SILVA MENDONÇA null (tonymendoncinha@hotmail.com) on 2016-01-22T03:29:34Z No. of bitstreams: 1 Dissertação de Mestrado_Antonio da Silva Mendonça.pdf: 2601605 bytes, checksum: 562d719c1ce663f9c2b34cf6b05642aa (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-25T15:20:03Z (GMT) No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) / Made available in DSpace on 2016-01-25T15:20:03Z (GMT). No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) Previous issue date: 2015-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Cada vez mais professores do Ensino Médio se deparam com desafios em sua rotina de como de ensinar Física para pessoas com deficiência visual. O processo de inclusão vem crescendo, mas não tem sido acompanhado pela devida formação desses profissionais, que na maioria das vezes, não sabem como lidar e desenvolver atividades diversificadas que, de fato, incluam esse público no ambiente escolar. A inclusão é uma tarefa complexa que vai muito além de manter alunos cegos ou com baixa visão nas salas regulares convivendo com os demais alunos. Segundo alguns referenciais é possível ensinar Física a alunos deficientes visuais, desde que algumas precauções sejam tomadas, como o uso de adaptações em equipamentos que levem o aluno deficiente a construir significado daquilo que está sendo estudado através de outros sentidos como, por exemplo, o tato. O desenvolvimento de metodologias alternativas para o ensino de alunos cegos ou com baixa visão é muito importante para a melhoria da qualidade do ensino oferecido. Sendo assim, este estudo visa através de entrevistas intermediadas por questionários inicial e final, saber o que alunos com deficiência visual pensam e avaliam dos materiais (maquetes) construída com materiais de fácil acesso para trabalharem as Leis de Kepler. Nesse sentido, o objetivo desta Dissertação de Mestrado está relacionado à avaliação que os alunos com deficiência visual podem fazer dos materiais construídos, saber deles se os materiais são perceptivos, se são acessíveis tatilmente, se as dimensões são adequadas e se os conceitos podem ser construídos com auxílio da maquete. / More and more high school teachers are faced with challenges in their routine on physics teaching to people with visual impairment. The inclusion process is growing, but has not been accompanied by proper formation of these professionals who most often do not know how to handle and develop diversified activities that, in fact, include this public in the school environment. Inclusion is a complex task that goes far beyond keeping blind or low vision students in regular rooms in getting along with other students. According to some references it is possible to teach Physics to visually impaired students, as long as certain precautions are taken, such as using adaptations in equipment that take the visually impaired student to construct meaning of what is being studied by other senses, for example, the tact. In this sense, the development of alternative methodologies for teaching blind students and low vision is very important for improving the quality of education offered. Thus, this study aims through interviews carried out through initial and final questionnaires, know what students with visual impairment think and evaluate about the materials (models) built with easily and accessible materials to work Kepler's Laws. In this sense, the objective of this Master's Dissertation is related to the assessment that students with visual impairments can make about the materials built, know them if the materials are perceptive, if they are accessible tactually, if the dimensions are adequate and if the concepts can be constructed with model’s help.