Including Children with Visual Impairment in Mainstream Schools

Prevett, Pauline; Davis, P. Thompson

doi:10.4324/9780203963029

Cited by 13 publications

(17 citation statements)

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“…Hayden talked about the difficulties with aural memory he experienced in practising the Debussy prelude: “Sometimes I’d forget a passage in the prelude and I’d have to go over that in a lesson and I’d remember it again.” This confirms the necessity to provide opportunities for repetition as a learning strategy (Davis, 2003). It is also a strategy that links to the pedagogies of Suzuki (1981) and Kohut (1985).…”

Section: Experiential Languagesupporting

confidence: 70%

“…Literature in this section of the article draws on successful strategies using tangible objects, tactile modelling, demonstration, and Braille music notation. Tangible objects can illustrate learning and their use can foster deep participation in accessing information (Davis, 2003; Trief, Bruce & Cascella, 2010). The quality of learning experience for the student is improved significantly when learning through touching objects clarifies the meaning behind a word.…”

Section: Inclusive Practicesmentioning

confidence: 99%

“…Braille word processing programmes and speech response computer technology are some of the ways in which students who are blind access information independently (Davis, 2003; Holbrook, 1996). Fluency with literary Braille is necessary before a student can begin other Braille systems such as Braille notation.…”

Section: Inclusive Practicesmentioning

confidence: 99%

“…The staff was similar to a felt story board with movable felt pieces for the notes being discussed. This was a first attempt at using tactile objects, aligning by instinct to the inclusive practices recommended for students who are blind (Davis, 2003; Flavel et al, 2002; Trief et al, 2010).…”

Section: Background To the Case Studymentioning

confidence: 99%

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Piano pedagogy with a student who is blind: An Australian case

Power

McCormack

2012

International Journal of Music Education

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Teaching and learning piano poses challenges when the student is clinically blind. This article addresses the following question: What can be learned from a case study of teaching piano successfully to a student who is blind? The article has three purposes. The first is to document the achievements of a young student who met these challenges. The second is to investigate how an experienced teacher chose effective ways of describing and demonstrating music to meet the needs of her student. A third is to examine the language of teaching and learning between teacher and student using Tait’s theory of language communication in studio music lessons. This article reports on the process of teacher and student in the journey that has led to the formation of a sensitive and gifted musician.

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Section: Experiential Languagesupporting

confidence: 70%

Section: Inclusive Practicesmentioning

confidence: 99%

Section: Inclusive Practicesmentioning

confidence: 99%

Section: Background To the Case Studymentioning

confidence: 99%

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Piano pedagogy with a student who is blind: An Australian case

Power

McCormack

2012

International Journal of Music Education

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“…[1][2][3] Providing science education to children and adults with visual disabilities not only entails finding ways to reach and engage them, it often requires a complete redesign of traditional activities. Recent advances in academic contexts have provided new opportunities to facilitate science education of students with visual disabilities [4][5][6][7][8] and to encourage those who wish to pursue STEM careers. 8 Guidelines on appropriate assistant strategies, as well as novel technologies, help instructors adapt various activities and scientific topics.…”

mentioning

confidence: 99%

Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules

et al. 2016

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Of the 6.7 million individuals in the United States who are visually impaired, 63% are unemployed, and 59% have not attained an education beyond a high school diploma. Providing a basic science education to children and adults with visual disabilities can be challenging, because most scientific learning relies on visual demonstrations. Creating resources to help teachers and service organizations better communicate science is thus critical both to the education of sighted students as well as to the continuing education of individuals with blindness or low vision (BLV). Here, 4 new scientific learning activities that last 5 to 15 minutes each are described. These simple exercises are designed to educate the general public, including both those who are sighted and those with BLV. The modules use tactile and auditory approaches to convey basic concepts including: the metric system, material strength and deformation, transparency, and the electromagnetic spectrum. These modules were tested on 20 adults with BLV during a science outreach event. Answers to learning assessment questions indicate that the modules conveyed information about the scientific concepts presented and increased an interest in science for most participants.

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Transdisciplinary Teaching for Learners with Sensory Impairments and Challenges

Flavian

2024

Transdisciplinary Perspectives in Educational Research

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Including Children with Visual Impairment in Mainstream Schools

Cited by 13 publications

References 0 publications

Piano pedagogy with a student who is blind: An Australian case

Piano pedagogy with a student who is blind: An Australian case

Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules

Transdisciplinary Teaching for Learners with Sensory Impairments and Challenges

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