Self-evaluation and Recruitment of Feedback for Enhanced Social Interaction by a Student with Visual Impairment

Jindal‐Snape, Divya

doi:10.1177/0145482x0509900805

Cited by 18 publications

(16 citation statements)

References 9 publications

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“…In a case study, Celeste (2007) found that the number of interactions and the play behaviours of a preschooler with visual impairments increased following her participation in an intervention comprising social skills training and activities for the girl and her peers. Similar results are reported by Jindal-Snape (2005a, 2005b: self-evaluation and the social skills of two boys with visual impairments improved after an intervention in which sighted peers provided feedback to them. Finally, Peavey and Leff (2002) demonstrated that the implementation of an intervention aiming to enhance the understanding of diversity contributed to the improvement of social skills and social acceptance levels of children with visual impairments.…”

Section: The Outcomes Of Educational Interventions On the Academic Lesupporting

confidence: 80%

“…Five studies investigated the outcomes of educational interventions in which both students with and without visual impairments participated. The interventions took place in mainstream schools and aimed to increase social interactions and communication (Celeste, 2007;D'Allura, 2002;Jindal-Snape, 2005a, 2005bPeavey & Leff, 2002). D'Allura (2002) found that the use of a cooperative learning strategy in an integrated class contributed to an increase in the length of interactions among preschoolers with and without visual impairments.…”

Section: The Outcomes Of Educational Interventions On the Academic Lementioning

confidence: 99%

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Social support for students with visual impairments in educational institutions: An integrative literature review

Manitsa

Δόικου

2020

British Journal of Visual Impairment

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Students with visual impairments often experience emotional problems and encounter difficulties in forming and maintaining social relationships. Research indicates that the social support provided to these students by staff members and their peers in educational institutions may have a positive impact on their academic learning and socioemotional development. The purpose of this integrative literature review was to synthesise the results from 17 academic articles published during 1998 and 2018, which examined the topic of social support for students with visual impairments in educational institutions. This review reveals that for students with visual impairments cooperation, empathetic behaviour, and practical assistance are the main components of social support. These students actively seek social support from staff members and peers, but they face many challenges, such as the lack of training and awareness. Support from staff members contributes to students’ academic learning and social inclusion, whereas peers’ social support enhances their self-esteem and social acceptance. The outlined positive effects of educational interventions on students’ social skills and social interaction support the need for implementing more interventions. The limitations of the studies reviewed and recommendations for future research are discussed.

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Section: The Outcomes Of Educational Interventions On the Academic Lesupporting

confidence: 80%

Section: The Outcomes Of Educational Interventions On the Academic Lementioning

confidence: 99%

Social support for students with visual impairments in educational institutions: An integrative literature review

Manitsa

Δόικου

2020

British Journal of Visual Impairment

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“…D' Allura (2002) found increased social interaction in preschool students through cooperative learning strategies and integration of sighted peers into special education classes. Finally, Jindal-Snape and colleagues have used self-evaluation and peer feedback interventions to increase social interaction skills in children with visual impairments (Jindal-Snape, 2004, 2005a, 2005bJindal-Snape, Kato, & Maekawa, 1998).…”

Section: Social Skills Interventions In Children With Visual Impairmentsmentioning

confidence: 99%

Social Behavior and Skills in Children

Matson¹

2009

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“…Blindness research on the relational level is pretty much done. However, such studies involving children, such as communication patterns (Herrera, 2015;Cascella, Trief, & Bruce, 2012), social interaction (Celeste, 2006;Jindal-Snape, 2005a, 2005b, and interpersonal competence (Ayomi, 2009). There is also a study of visual impairment people teenager, who studies courtship (Fichten, Goodrick, Amsel, & McKenzie, 1991;Murniasih, 2004), social interaction between persons with visual impairment (Meriyani, 2013), and comparative orientation of the friendship between the visual impairments since birth with a group of visual impairment people who've seen (Herlina et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Interdependence Between Visually Impaired and Sighted People in the Early Phase of Friendship

Nurjaman

2018

IJDS

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A person with visual impairment must resist anatomic, social, and cultural obstruction thus requiring other individuals to complete the activities that require a sense of sight. This situation encourages them to establish relations of friendship with sighted people, which is considered to be always present in whenever needed help. The existence of aid distribution indicates the idiosyncrasies of friendship between visual impairment and sighted people, as also indicates a tendency of dependencies. Thus, this study aims to explore the relationship patterns of interdependence in the early phase of friendship. This study used a qualitative method with descriptive phenomenology approach. This study uses in-depth interviews at the data collection stage involving six research informants; or three couples of friends. The credibility of the research uses the triangulation (significant other) and member checking. The underlying aspects of the establishment of friendship in the study include contact, appraisal, and instrumental activity assistance on the visually impaired party; as well as contact, attractiveness, and instrumental aid distribution on the sighted party. The aspect of instrumental aid distribution is idiosyncratic in this friendship. Frequentative instrumental aid distribution indicates the tendency of dependence on visually impaired party, as well as reflecting the entity of help on sighted party which directs the interdependence pattern relationship. Periodic instrumental aid distribution indicates the tendency of independence on visually impaired party, as well as reflecting the entity of altruism on sighted party which directs the independence pattern relationship.

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Self-evaluation and Recruitment of Feedback for Enhanced Social Interaction by a Student with Visual Impairment

Cited by 18 publications

References 9 publications

Social support for students with visual impairments in educational institutions: An integrative literature review

Social support for students with visual impairments in educational institutions: An integrative literature review

Social Behavior and Skills in Children

Exploring the Interdependence Between Visually Impaired and Sighted People in the Early Phase of Friendship

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