Do Myths Associated with Schools for Students who are Blind Negatively Affect Placement Decisions?

Bina, M

doi:10.1177/0145482x9308700624

Cited by 4 publications

(2 citation statements)

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“…Therefore, it is important for teachers to become acquainted with the personalities, strengths, abilities, and needs of their students and become sensitive to their individual needs and requirements. They need to know as precisely as possible the type of special devices their students use, the type of accommodations and modifications they require in the classroom, and any other additional skills they may need to learn and develop [2,55,72]. Hiring qualified and trained teachers is unquestionably the most important component in ensuring the success of the inclusive education policy; without it, this policy becomes completely dysfunctional regardless of how many equipment and resource rooms are made available.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers, including Ajuwon and Oyinlade [1], Bina [2], and McMahon [3], have identified a number of factors in support of placing students with visual impairment in specialized boarding schools. One of these relates to the fact that the number of these students has always been relatively small compared to the rest of the student population.…”

Section: Introductionmentioning

confidence: 99%

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Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons

Salih

Kakizawa

2022

Education Sciences

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Students with visual impairment in Sudan are usually accepted into residential segregated schools during their pre-high school years. This schooling system remains a subject of excessive debate among those interested in this field of study. This debate is part of an ongoing conversation and discussion on the merits and demerits of integrating disabled children with non-disabled peers at regular schools. This study aimed to answer three main questions pertaining to this subject. The first one tackles whether the placement of visually impaired students in specialized schools for the blind in Sudan (henceforth specialized schools) serves their education best. The second compares the advantages and disadvantages of integrating this group of students into regular schools as opposed to separating them into specialized schools. The third question is concerned with the competencies which the teachers at the Sudanese General Basic School should have in order to fulfill the requirements of the inclusive education setting. Interviews were conducted with a group of 20 participants; 10 of these were students who joined schools for the blind and regular schools in Sudan, while the remaining participants were teachers and personnel in the field of education for the visually impaired in Sudan. Thematic analysis was used to analyze the interview data, which revealed that students with visual impairment, teachers who work in specialized schools, and the group of special education officials who participated in this study were in favor of inclusive education at regular schools after securing the necessary educational needs for these students to access school curricula equal to their sighted peers. Many practical solutions and suggestions have been presented to enhance the education of the visually impaired in Sudan.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons

Salih

Kakizawa

2022

Education Sciences

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Employment Outcomes and Educational Backgrounds of Legally Blind Adults Employed in Sheltered Industrial Settings

Fireison¹,

Moore

1998

Journal of Visual Impairment & Blindness

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This study investigated the relationship between type of school attended and postemployment outcomes (braille literacy, gross salary, job satisfaction, and work preference) of 270 legally blind adults who were employed in 24 industries associated with National Industries for the Blind. Those who attended specialized schools for blind persons made significantly less money than did those who attended public schools. However, a significantly greater proportion of persons who attended specialized schools (72.2%) could read braille than could those who attended either public schools (19.7%) or a combination of types of schools (46.6%).

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A School-University Collaboration for Preparing Teachers of Students with Visual Impairments: Linking the University and a State Residential School

Fueyo

Lewis

2002

Teacher Education and Special Education: The Journal of the Tea

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To address calls for restructuring and reform in the mid 1980's, educators proposed joining schools and universities in collaborative partnerships to improve education. Little attention has been given in the educational reform literature, however, to the field of teacher education for teachers of students with blindness or low vision. Reform efforts in this field have been directed at redefining the relationship between universities and state residential schools. In this paper, the authors examine the identification of partners and the establishment of partnerships for teacher preparation, and the resulting lessons learned from developing a school-university collaboration between a state residential school for students who are blind or who have low vision and a university teacher preparation program for the teachers of these students. The authors follow the progress of this residential school-university collaboration through its stages and analyze the implications of the lessons learned for all teacher educators.

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Do Myths Associated with Schools for Students who are Blind Negatively Affect Placement Decisions?

Cited by 4 publications

References 1 publication

Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons

Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons

Employment Outcomes and Educational Backgrounds of Legally Blind Adults Employed in Sheltered Industrial Settings

A School-University Collaboration for Preparing Teachers of Students with Visual Impairments: Linking the University and a State Residential School

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