A Survey of the Academic Engagement of Students with Visual Impairments in General Education Classes

Abstract

General educators (n ϭ 79) answered a questionnaire regarding the engagement of students with visual impairments who were enrolled in their classes. These students were identified as being only moderately engaged. No difference in the perceived engagement of students who read print and students who read braille was demonstrated.

Measures used to quantify participation in childhood disability and their alignment with the family of participation‐related constructs: a systematic review

“…Original 91; Adapted 92; Swedish 9 2 Pediatric Outcomes Data Collection Instrument 64 5 Seven-Day Leisure-Time Diary 65adapted version 66 5 Activities Scale for Kids 67 4 Activity Card Sort 68 12 4 Child Engagement in Daily Life measure 33 3 Participation in Childhood Occupations Questionnaire 34 3 Physical Activity Questionnaire 70 3 Adolescents 92; Older children 91 Play Observation Scale 71 3 Activity Questionnaire for Adults and Adolescents 72 2 Child Behavior Rating Scale 73 2 Korean 91; Modified 91 Child Participation in Family Activities 40 2 Children Leisure Activity Study Survey/Children's Leisure Assessment Scale 35 2 Child/Adolescent Exercise Log 13 2 Questionnaire for the evaluation of limitations in activity and restrictions on participation (Attention-Deficit-Hyperactivity Disorder [ADHD] Parent and Teacher Version 14 and TDAH [Spanish abbreviation for ADHD]) 15 2 Classroom Participation Questionnaire -Revised 74, 75 2 German 91 Home and Community Activities Scale 76 2 Juvenile Arthritis Foot Disability Index 16 2 Modified Student Participation Questionnaire 17 2 Participation in Physical Activity and Sedentary Behavior Questionnaire 18 2 Pediatric Community Participation Questionnaire 19 2 Play Assessment for Group Settings 41 2 Playground Observation of Peer Engagement 77 2 Questionnaire of Young People's Participation 78 2 The Engagement Check 20 2 World Health Organization Disability Assessment Schedule 79 2 Arabic 91, specifically last domain: participation in society…”

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

“…Although learning is approximately 80 per cent visual (Statewide Vision Resource Centre, ) and teaching methodologies and resources rely on visual based approaches, teachers appear unaware of the need for change to enable students with vision impairment equitable access to the curriculum. As in other studies, time was regarded as major issue for students (Bardin & Lewis, ; Curtis & Reed, ). Students were frustrated when aides and teachers were unable or unwilling to produce material presented to the class in a format accessible to them.…”

Spacial Orientation Of Children With Visual Impairments In Families

“…Many parents choose to homeschool their children because they cannot always guarantee that their child will receive an adequate education through the public school system. For parents with blind or visually impaired children, homeschooling may be even more appealing because they can provide their child with the attention and additional resources that they will need to succeed in a learning environment (Bardin & Lewis, 2008). In order to homeschool a blind or visually impaired child you should establish yourself as a home educator, provide your child with assistive technology, modify the learning experience to suit the needs of your child, and provide your child with an opportunity to socialize with other children.…”

“…Children with visual impairment rarely express independence, self-advocacy and selfdirection skills in their behavior. Visual impairment, inadequate attitude of parents, teachers, and peers toward a blind or low vision child have a negative influence on the sense of security and selfassessment of the ability to make everyday decisions independently (Bardin & Lewis, 2008). Many authors state that children with visual impairment have difficulties in independent and reasonable behavior, they find it difficult to predict an outcome before making a decision, they rarely apologize for their mistakes, and they cannot control anger.…”

“…Many authors state that children with visual impairment have difficulties in independent and reasonable behavior, they find it difficult to predict an outcome before making a decision, they rarely apologize for their mistakes, and they cannot control anger. Most authors point out that the impairment and its consequences as well as inadequate attitude of parents and teachers toward children with visual impairment, have a negative influence on the sense of security and self-assessment of abilities to 91/148 make independent decisions in everyday life (Bardin & Lewis, 2008;Avramidis & Norwich, 2010;Andjelkovic, 2017).…”