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This study aimed to identify the need for accessible audio mathematics books for students with visual impairment at the secondary school. The method of this research was mixed method. The sampling technique used in this research was purposive sampling, the sample consisted of 18 visual impairment students and 15 math teachers at the secondary school for children with visual impairment from 9 provinces in Indonesia. The method used in this research was explanatory survey. The instrument validity used was content validity. Quantitative data was analyzed using descriptive statistic technique. The results showed that mathematics Braille equipped with audio or vice versa (52.94%) with reason feel faster, more convenient. Subject to reduce the number of pages, then the audio book completeness tactual/Braille only in the form of illustrations and text are considered difficult course. Audio books are expected to be produced by the Daisy format (70.6%) with navigation full text and full audio (81.25%). The narrator could be conditioned, alternating between male and female, while the other musical equipment was presented as necessary. Most of the subjects wanted timbre narrator soft portion (75%), subjects considered most preferred medium tone frequency (100%). Media deviation is hoped can be stored on the thumb drive, hard drives and CDs (87.5%), while the most accessible media is a computer (53%). Level of difficulty 7th grade math book first semester of this when converted into audio format most difficult is the third part is the algebra (38.46%) and the level of average difficulty on all parts is 25.42%. If the book is converted into Braille format is in section 3 that the algebra (53.85%) and the difficulty level of the average on all sections is 27.21%.
Journal of Visual Impairment & Blindness
An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading StudentsEducation for the visually impaired is made available through the medium of sound and touch. In India educational resources for visually impaired are not many and most of the available materials are not actually accessible to them. The vast majority of visually impaired students are thus excluded from the mainstream. With a view of helping the visually impaired students have access to knowledge and information, a project was undertaken by the National Council of Educational Research and Training(NCERT).The intention was to make the textbooks accessible to these students and by converting the printed textbooks into audio books. Some organisations working in this area in India have already converted textbooks including NCERT textbooks for higher classes from IX to XII, while textbooks in Braille are available for all classes. Since audio books were not available for the Upper Primary classes, conversion of the NCERT textbooks for classes VI-VIII into audio books, was taken up for enhancing the learning abilities of the visually impaired students which can be used along with the books in Braille. Because audio books for this stage were developed for the first time and unlike other audio books these are providing explanation of selected visuals and providing navigational facility, it was felt necessary to try out these audio books before finalisation with its actual users. An effort was made in this try out study to investigate the perception of visually impaired students of these audio books.
2015 •
The substantive purpose of this paper was to analyze Mathematics curriculum for students with hearing impairment from grade 6 to 10 and to compare it with National Curriculum of Mathematics in order to find out similarities and differences between the two. Document analysis method was used for the study. In order to compare both of the curricula, National Curriculum of Mathematics was obtained from the official web site of Ministry of Education, Government of Pakistan and Curriculum for students with hearing impairment was obtained from Directorate of Special Education, Government of the Punjab, Pakistan. The results of analysis showed that no standards, benchmarks, students learning outcomes and their relevant topics were included in the curriculum of students with hearing impairment. Very limited portion of the contents of national curriculum was adopted in the curriculum of students with hearing impairment. As a consequence the students with hearing impairment had been deprived o...
Journal of Visual Impairment & Blindness
An Exploratory Study of Reading Mathematical Expressions by Braille ReadersInternational Journal of Education, Psychology and Counseling (IJEPC)
DEVELOPMENT AND ASSESSMENT OF THE USABILITY OF MATHEMATICAL TEACHING MODULE FOR VISUALLY IMPAIRED FOURTH YEAR STUDENTS2017 •
This article reports the development process and evaluation of the usability of mathematical teaching modules for visually impaired fourth year students. The development process involved three phases namely, analysis of teaching needs; preparation of materials and experts' review on content of module; and usability assessments of module based on teacher's retrospection. Teaching needs analysis was conducted with 10 mathematic teachers selected from purposive sampling through semi-structured interviews. Next, the preparation and review of the content module involved five experts from different fields. Some suggestions were identified and improvements were made based on the recommendations provided. The module was refined and its usability was evaluated based on a retrospection of 15 reviewers, consisting of mathematics teachers who taught visually impaired fourth year students in Malaysia. Qualitative data was collected using semi structures interviews while quantitative data was gathered using questionnaire and the mathematical teaching module developed. Qualitative data was analysed thematically while quantitative data were analysed using descriptive statistic involving frequency and percentage. The findings show that the analysis of the need for teaching Visually Impaired Students required a wide range of teaching aids, strategies and teaching approaches that are appropriate their issues, as well as four methods of modifications that can be applied to mathematical subjects. The findings of quantitative studies indicated high level of approval from experts and teachers on the evaluation of the module in terms of four main aspects, namely presentation, pedagogy, content and theoretical relationship with the teaching module. Hence, this teaching module caters the needs of visually impaired fourth year students. The findings of the study suggest that the mathematical teaching module was able to make the teaching of teachers more effective and the learning of Visually Impaired Students more meaningful and interesting.
Proceedings of the 2nd International Conference on Computer Supported Education
Thai Visually Impaired ’s Requirements to Access Mathematics via an Automatic Math Reader2010 •
A literate and numerate population is the goal of any modern industrialized society. Literacy and mathematics skills carry the means by which children are equipped for the education processes on which their future will depend. Deaf and hard of hearing students' reading and mathematics skills are lower than that of others due to their inability. Before enhancing their literacy and mathematics skills, their standard of literacy and mathematics skills should first be identified. For this reason, the Malaysian Ministry of Education initiated the Literacy and Numeracy Screening (LINUS) program in 2009. However, problems arose in the assessment method of LINUS screening for these students since the LINUS screening method does not accommodate these students' situation and needs. Therefore, the researchers introduced internet-based Literacy and Mathematics Assessment (iLiMA) prototype that can overcome those problems. In the iLiMA prototype, sign language instruction video is used t...
European Journal of Physical Education and Sport Science
Influence of Mathematics Braille Proficiency on Mathematics Performance Among Learners with Visual Impairment in Selected Special Secondary Schools in Kenya2021 •
Journal of Physics: Conference Series
Hearing-impaired student ability to solve the problem in math2019 •
The research objective is to explore the mathematical connection capabilities of hearing-impaired students in grade 8 in completing tests related to connection with other disciplines. The type of research used is qualitative research with a case study design. The number of subjects in the study was six people who were taken purposively based on the characteristics of language and speech, intelligence, and social-emotional spread in 3 schools namely; SLB B KaryaMurni of Ruteng - East Nusa Tenggara (NTT), State SMPLB Semarang and SLB B Don BoscoWonosobo. The results of the analysis of work and interviews found that mathematical connection abilities that arise in hearing impaired students in completing tests related to connection with other disciplines include; (1) in building an understanding of the problem, hearing impaired students tend to represent problems by making pictures. (2) in making a preliminary plan to complete, the students are inclined to use the media related to the pr...
Technology, Knowledge, and Learning
Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers2021 •
Braille readers use a braille display and text-to-speech synthesizer while reading and comprehending mathematical expressions and equations. Teachers need to have technological, pedagogical and content (TPACK) knowledge and skills for exploiting the potential of these devices in mathematics education. They have to understand how the use of assistive technology influences the teaching and learning of mathematics. Therefore, the aim of the current study is to support teachers to better understand the dynamic relation between the different TPACK domains. That is why a professional development course was developed in which five mathematics teachers of braille readers in special secondary education participated. The development of the teachers’ TPACK knowledge was analyzed, and course characteristics that helped to develop this knowledge were identified. The results show an increased awareness of the importance of assistive devices, but only a small positive effect in TPACK knowledge and...
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