Effective Classroom Adaptations for Students with Visual Impairments

Guidelines for Designing Mobility and Orientation Software for Blind Children

“…Cox & Dykes [5] stated that some of the relevant skills to be developed by blind children inside the school environment are related to knowing landmarks, such as classrooms organization, common sectors (libraries, cafeteria), and knowing the location of entrances, exits and main offices. Hub et al [7] mentioned that, according to some surveys carried out with blind individuals; these people have several problems with stairs, irregularities of the ground, and doors localization.…”

Hidden design: An inquiry into the design of inclusive building environments and digital interface design for the vision impaired

“…In an article bTechnology for visually impairedQ the writer states that bTechnology can be valuable for people with visual impairments, both as a tool for learning and communication and for providing visual stimulationQ [1] Electronic computer engineers who provide the educational technology must consider that the special electronic equipment, computer, software and hardware products need to be specifically designed for people with vision impairment. In the article bEffective classroom adaptations for students with visual impairmentQ Cox and Dykes [2] state that bAny visual materials used in classrooms need to be adapted for use by students who do not have visual skills required for the task. Charts, models, maps and graphs will have greater educational value for students with visual impairments if they can be breadQ using the sense of touch.Q Tactile graphic such as peg board, tactile display and Braille display is a useful learning aid for the vision impaired; architects can apply the knowledge of designing tactile graphics to assist the electronic computer engineers in terms of designing accessible learning equipment for the vision impaired.…”

Estrategias de apoyo: requerimientos del estudiantado con discapacidad visual

“…De igual forma, se sugiere prescindir de ítems con presencia de operaciones extensas, largas secuencias de datos y excesivo detalle entre el enunciado a resolver y opciones de respuesta (Peralta y Narbona, 2002). Así, se debe considerar como prioridad proporcionar al grupo de estudiantes las adaptaciones necesarias, por lo cual es relevante que se preste especial atención en los elementos conceptuales de la enseñanza (contenidos, evaluación, materiales) (Cox y Dykes, 2001). (2004) diantes ciegos usuarios del sistema Braille, se reconoce que realizan una percepción global de la palabra y la frase desde un proceso analítico, por lo que la lectura y la comprensión se ve afectada por la incidencia de errores de exactitud, como son añadir u omitir puntos que inciden en la precisión de la información recibida (Peralta y Narbona, 2002); por lo cual, además, es conveniente el uso y la disposición de mayor tiempo para llevar a cabo el proceso lector en condiciones de equidad.…”