Oral Braille Reading Decoding Strategies of Middle School Students who Are Blind or Have Low Vision

Nannemann, Allison C.; Bruce, Susan; Hussey, Colleen; Vercollone, Becky S.; McCarthy, Mary Jean

doi:10.1177/0145482x1711100309

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…This approach is also carried out in the aspect of writing, but it has not been seen that there is a development in Ajay's writing ability, so that later research is expected to focus on aspects of writing the subject so that it can develop in a balanced manner. Savaiano, et al [11] Media The results of the above study note that children's abilities different. This is in accordance with the level of ability of each child, so that further research can consider the child's initial ability so that they choose ways, methods and media that are suitable for each child's condition.…”

Section: Resultsmentioning

confidence: 69%

Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Susanti¹,

Rudiyati²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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Student with visual impairment have special needs in the form of Braille to support their reading and writing skills. The ability to read and write Braille is a basic thing that must be mastered by student as the basic skill in the learning process. If the basic skill of reading and writing has been mastered well, it will be easy for children to learn knowledge and information in a more complex learning process. Therefore, it is important to know various ways that can be done in Braille learning for student with visual impairment who are in elementary school. The purpose of this study to examine various ways to learn writing and reading Braille include strategy, method, approach and media. This study was designed use a systematic review method by analyzing 13 articles related to the topic of this study by analyzing data using descriptive analysis. The results of the data analysis in this article content focus of the Braille learning to teaching reading and writing Braille for student can be master reading and writing skills as basic asset in the learning process. However, there are various ways to learning Braille such as strategies, approaches, methods and media that can be used in reading and writing learning, including: word instruction vocabulary, oral Braille reading decoding, individual meaning centered approach, vocabulary flashcards, mangold systems, and short writing (Tusing).

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Section: Resultsmentioning

confidence: 69%

Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Susanti¹,

Rudiyati²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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“…Therefore, although I think that having lack of vision leads me to the difficulties to understand reading materials, description from other people is essential to enhance my understanding toward something". It was reported that there was a gap in reading rate between Braile readers and printing readers (Nannemann et al, 2017). Printing readers can read two times quicker than Braile readers.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Having limited access to reading span may lead to blind learners' difficulties to understand their reading materials. It is also suggested that Braille readers used sounded words, which might help learners use their listening capability to understand printing words and have quicker reading rates (Nannemann et al, 2017).…”

Section: Findings and Discussionmentioning

confidence: 99%

Analysis of Difficulties and Strategies in Learning of Visually Impaired Students in West Kalimantan

et al. 2022

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This study explored the learning strategies and difficulties of visually impaired students. The study involved four students with visual impairment in Pontianak, West Kalimantan Province. The researchers collected data through semi-structured interviews. A qualitative approach was employed in this study. Four informant students took part in this study. All of them were in their secondary education level. The researchers coded the transcription of the interviews. The results showed that visually impaired students preferred to use auditory learning resources and active learning strategies. They perceived these two learning strategies as essential to help them understand the learning materials. Besides, the informant students also claimed that their reading comprehension, self-efficacy and confidence were low. These ideas may facilitate educators to understand what visually impaired students need in their learning and help educators accommodate their teaching in line with what blind students require.

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“…For example, students with visual impairments can learn science through appropriate methods if given the proper facilities (Ediyanto & Kawai, 2019). Learning media, such as assistive computer-based technology (Johnstone, Altman, Timmons, & Thurlow, 2009, Azeta, Inam, & Daramola, 2018, Eligi & Mwantimwa, 2017), verbal communication and physical help (Suveren-Erdogan & Suveren, 2018, orientation, and mobility skills (Arslantekin, 2017), and Braille (Mobaraki, Nazarloo & Toosheh, 2017, Nannemann, Bruce, Hussey, Vercollone, & McCarthy, 2017 can also help these students to understand many concepts. Furthermore, students with autism spectrum disorder can learn science through useful strategic mathematics (Su, Lai, & Rivera, 2012), computer-based interventions (Aliee, Jomhari, Rezaei, & Alias, 2013), Science eText (Knight, Wood, Spooner, Browder, & O'Brien, 2015), and the touch math technique (Yikmis, 2016).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

Ediyanto

Setiawan

Handaka

et al. 2021

IJDS

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One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

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Oral Braille Reading Decoding Strategies of Middle School Students who Are Blind or Have Low Vision

Abstract: Individualized meaningcentered approach to braille literacy education (I-M-ABLE) case study: Ajay's story.

Cited by 6 publications

References 7 publications

Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Analysis of Difficulties and Strategies in Learning of Visually Impaired Students in West Kalimantan

Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

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