Inquiry-Based Education for Students with Visual Impairment

Rooks-Ellis, Deborah L.

doi:10.1155/2014/361685

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…This is in line with the research results of Berie, et.al (2022) on the development of learning theory, current societal needs, and positive empirical findings in relevant literature supporting the thesis that inquiry-based learning is promising for the teaching and learning process, and is worthy of further development. Scientific inquiry learning was also researched by Ellis (2014). It was found that an inquiry-oriented approach to science teaching was proven to be effective and successful for children with disabilities.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the Scientific Inquiry Learning Model Based on Local Malay Cultural Wisdom on Student Learning Interests

Putrini R Harahap

2024

jetl

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The aim to be achieved through research is to see the effect of implementing the Malay Culture-based scientific inquiry learning model on increasing student interest in learning. This study employed a quantitative approach and included 55 students in their third semester, divided into two sample groups. The experimental class (Class A) consisted of 27 students, while the control class (Class B) comprised 28 students.. This research was conducted in the context of the Hydrology course. Data was collected through tests and analyzed using IBM SPSS 23. After implementing the scientific inquiry learning model based on Malay culture and conventional learning, the average pretest score for student interest in learning in the experimental class was 59.77 and after being given treatment using the scientific inquiry learning model, The student's posttest score was 80.55. The results of the independent sample-test showed a significant value of 0.000, where the value was <0.05. Thus, it can be deduced that the use of the Malay Culture-based scientific inquiry learning model has a positive impact in increasing students' interest in learning.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of the Scientific Inquiry Learning Model Based on Local Malay Cultural Wisdom on Student Learning Interests

Putrini R Harahap

2024

jetl

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“…For children with VI, many previous studies suffer from issues with external validity as samples are often limited in size and occur in somewhat contrived settings (e.g., laboratories; [17]). Issues with ecological validity also emerge as many skills within test batteries may not be familiar [18], may not be developmentally appropriate (e.g., should an 18-year-old gallop), or may not translate to the sports and games specifically designed for children/adults with VI (e.g., there is no throwing in Beep Baseball).…”

Section: The Brief Form Of the Test Of Gross Motor Development-3 For ...mentioning

confidence: 99%

The Brief Form of the Test of Gross Motor Development-3 for Individuals with Visual Impairments

Brian

Starrett

Pennell

et al. 2021

IJERPH

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Children with visual impairments (VI) tend to struggle with their fundamental motor skills (FMS), and these difficulties often persist across the lifespan, requiring frequent assessment. The Test of Gross Motor Development (TGMD) shows robust psychometric properties for children with VI. The TGMD, which includes 13 skills, is time-consuming to administer and score, warranting the need to explore brief versions. Therefore, the purpose of this study was to explore the psychometric properties of three, six-skill versions of the TGMD-3 with children with VI. Children (n = 302; Boys = 58%, Girls = 42%; Mage = 13.00, SD = 2.50 years) with VI (B1 = 27%, B2 = 20%, B3 = 38%, B4 = 15%) participated in this study. We examined three different models using confirmatory factor analyses on the relationships between the motor skills and latent traits across the models. Scores from all three brief versions had acceptable global fit. Although further research should be conducted, practitioners can adopt a brief version of the TGMD to assess children with VI.

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“…This paper argues that mainstreaming is beneficial to the visually impaired student as well as the entire class in an inquiry-based environment. [6] suggests that students with disabilities seem to thrive in inquiry-oriented learning environments. The paper promotes inclusive education involving project-based assignments.…”

Section: Introductionmentioning

confidence: 99%

A Project-based Approach to Examine University Teachers Attitudes towards Visually Impaired Students

Allevato¹,

Marrar²

2019

SJPBS

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A case study was conducted that included an interview of a visually impaired (VIP) psychology student and a survey of teachers' attitudes towards VIP students. A project-based approach was utilized to teach statistics to the VIP student. A survey to examine teachers' attitudes towards the VIP student was prepared as part of a course assignment. This study utilized a mixed-method approach integrating qualitative and quantitative research. Data from 64 faculty members was collected via survey. The results of the study revealed that 33% of the teachers had positive attitudes toward VIP students. Factor analysis indicated that teachers' attitude has three components explaining 52% of the total variance: 1-Teacher's confidence to teach the visually impaired, 2-Lesson impact due to the presence of the visually impaired in a regular classroom, and 3-the recognition of the visually impaired contribution to the enrichment of the classroom experience. These factors seem to indicate that experience with teaching the visually impaired enhance teacher's confidence to teach the visually impaired and recognition of the visually impaired contribution. Obtained results show significant difference with respect to teachers' confidence (p-value 0.005) in their ability to effectively teach the VIP. There was also a significant difference in the perception of the VIP contribution to benefit the entire class (p-value 0.024). However, the belief that teachers had to alter the lesson plan because of the presence of the VIP student in class was not significant. Most teachers had varying views and preconceived misconceptions about teaching the visually impaired and claimed the major challenge would be to describe visuals. The study concluded that positive attitude of teachers towards the visually impaired was dependent on whether or not they had previous exposure to visually impaired people. Moreover, this study supports the claim that inclusive education with the necessary resources, and supportive teachers may contribute to the visually impaired students' academic success. The study led to relevant teaching model suggestions for VIP students towards inclusive education.

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Inquiry-Based Education for Students with Visual Impairment

Cited by 5 publications

References 23 publications

Effectiveness of the Scientific Inquiry Learning Model Based on Local Malay Cultural Wisdom on Student Learning Interests

Effectiveness of the Scientific Inquiry Learning Model Based on Local Malay Cultural Wisdom on Student Learning Interests

The Brief Form of the Test of Gross Motor Development-3 for Individuals with Visual Impairments

A Project-based Approach to Examine University Teachers Attitudes towards Visually Impaired Students

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