ethanporcaro/eric-fulltext-meta huggingface dataset:
Validation of a Talking Pedometer for Adolescents with Visual Impairments in Free-Living Conditions
Author: Haegele, Justin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Visual Impairments,Blindness,Assistive Technology,Measurement Equipment,Exercise,Physical Activity Level,Feedback (Response),Goal Orientation,Data Analysis,Core Curriculum,Self Determination,Daily Living Skills

Because school-aged individuals with visual impairments are less physically active than peers without visual impairments, they are at greater risk for developing health-related conditions. One instrument that provides an objective, cost-effective measure of physical activity by counting the total number of steps taken is the pedometer (Albright &amp; Jerome, 2011). Contemporary pedometers are small devices that can be worn unobtrusively on a belt or waistband. Typically, they provide feedback via a digital screen that displays the user's accumulated step count. For people with visual impairments, talking pedometers provide auditory as well as visual feedback. Seven adolescents with visual impairments (one female and six males, aged 14-17) were recruited. A purposive sampling method was employed for this study. Research suggests that talking pedometers can motivate school-aged individuals with visual impairments to set goals for increasing daily physical activity.
Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments
Author: Pogrund, Rona L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Likert Scales,Validity,Reliability,Special Education Teachers,Itinerant Teachers,Visual Impairments,Mixed Methods Research,Student Needs,Statistical Analysis

Introduction: The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods: Validity and reliability of the Visual Impairment Scale of Service Intensity of Texas (VISSIT) were evaluated using a mixed-methods survey research design. Participants used the VISSIT to determine services for at least one student and then completed an electronic survey regarding the use of the tool. Results: Twenty- five participants completed at least one VISSIT and completed the electronic survey. Social validity was supported by 92% of the participants stating that the tool was easy to use as a way to determine service time and was also supported by 96% of the participants stating that they would use the VISSIT for determining the type and amount of service recommended for their students. Consequential validity was supported by 71% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and was also supported by 75% of the participants stating that the tool's results directly translated into type and amount of service they would recommend. Internal consistency reliability was demonstrated by the result of a factor analysis of Cronbach's Alpha statistic of 0.747 for the entire set of VISSIT items. Discussion: The results demonstrate that the VISSIT is a moderately valid and reliable tool for helping teachers of students with visual impairments determine the type and amount of visual impairment services based on individual student need. Implications for Practitioners: The VISSIT is a tool that itinerant teachers of students with visual impairments can use to determine the appropriate amount of service for all students on their caseloads and offers a more objective way to recommend service intensity based on student need.
Learning What Works in Sensory Disabilities: Establishing Causal Inference
Author: Cooney, John B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,Sensory Integration,Disabilities,Inferences,Attribution Theory,Barriers,Quasiexperimental Design,Regression (Statistics),Scores,Pretests Posttests,Schemata (Cognition),Control Groups,Mathematics Instruction,Research Design

This article is intended to assist teachers and researchers in designing studies that examine the efficacy of a particular intervention or strategy with students with sensory disabilities. Ten research designs that can establish causal inference (the ability to attribute any effects to the intervention) with and without randomization are discussed.
A Spoonful of Success: Undergraduate Tutor-Tutee Interactions and Performance
Author: Marx, Jonathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Tutoring,Tutors,Teacher Student Relationship,Peer Teaching,Self Efficacy,Academic Achievement,Study Habits,Independent Study,Outcomes of Education,Least Squares Statistics,Regression (Statistics),Grades (Scholastic),Student Improvement,Predictor Variables,Student Personnel Services,Questionnaires

We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results indicate that, as the frequency and quality of the interactions between tutor and tutees increase, the tutors are more likely to foster independent study habits in the tutee. The incorporation of independent study habits was then associated with better course outcomes.
Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah
Author: Dewald, Hong Phangia
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Intervention,Infants,Toddlers,Family Programs,Child Development,Visual Impairments,Visually Impaired Mobility,Individualized Family Service Plans,Geographic Location

Early intervention services provide very young children, typically aged birth to 3 years, and their families &quot;early and appropriate learning experiences to facilitate the child's learning and development&quot; in their natural environment. Teachers of students with visual impairments and certified orientation and mobility (O&amp;M) specialists provide vision-related expertise to families and the early intervention team to address the vision needs of children. These services are integrated with other early intervention services as part of an individualized family service plan (IFSP). This report represents the perspectives of two states (New Mexico and Utah) that have recognized the need for specialized O&amp;M services in their early intervention programs for young children with visual impairments. New Mexico, with a growing early intervention O&amp;M program, has a successful history of providing these services throughout the state. Utah, with a long history of providing early intervention vision services, but relatively new to the challenge of early intervention O&amp;M, and inspired by New Mexico's success, is striving to provide more support and training for these specialists to work with very young visually impaired children and their families.
Contradictory Instruction of Orientation and Mobility within Virginia's Schools
Author: Kircher-Herring, Valery
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Visually Impaired Mobility,Training,Teaching Methods,School Districts,Teacher Surveys,Community Based Instruction (Disabilities),State Regulation,Federal Regulation

Fazzi and Petersmeyer, in their book &quot;Imagining the Possibilities: Creative Approaches to Orientation and Mobility Instruction for Persons Who Are Visually Impaired,&quot; stated that the &quot;most effective teaching is always a combination of art and science&quot; (Fazzi &amp; Petersmeyer, 2001, p. ix). The &quot;science&quot; of instruction may include the best practice instructional techniques, and the &quot;art&quot; may include creative approaches to teaching in different environments. In Virginia, instruction varies in off-campus communities; several smaller school districts allow off-campus instruction, whereas other, larger school districts prohibit it. This Practice Perspective discusses the outcome of a survey that was sent to all orientation and mobility (O&amp;M) instructors in Virginia school districts about their experiences with community-based instruction. In particular, the author was interested in whether those surveyed were allowed to instruct in communities and wanted to explore the ramifications of such instruction in regard to policy and professional practice.
Rendering of Foreign Language Inclusions in the Russian Translations of the Novels by Graham Greene
Author: Valeeva, Roza A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Russian,Translation,English,Novels,Second Language Learning,Cultural Context,Intention,Language Usage,Language Variation,Authors,Grammar,Second Language Instruction,Higher Education,Discourse Analysis

The importance of the problem under discussion is preconditioned by the scientific inquiry of the best variants of foreign language inclusions translation which would suite original narration in the source text stylistically, emotionally and conceptually and also fully projects the author's communicative intention in every particular case. The article aims at bringing to light certain peculiarities of rendering foreign language inclusions in the Russian translations of the novels by Graham Greene depending on their historical and cultural context and the nature of foreign words used in them. The key research method employed is translation and linguistic analysis enabling to disclose the specifics of foreign language inclusions' functioning in a text and particular features of their rendering in the process of translation. The analysis showed the main way of rendering foreign language inclusions which was used while translating works by Graham Greene--full foreign language inclusions with their translations in the footnotes or in the text. A great number of foreign language inclusions are used in the Russian graphical form and according to the grammar rules of this language. The research results may be useful at the universities' curricula and in-service education of translators.
Challenges of International Students' Adjustment to a Higher Education Institution
Author: Baklashova, Tatiana A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Higher Education,Colleges,Educational Environment,Science Instruction,Science Education,Foreign Countries,High Schools,Qualitative Research,Case Studies,Research Methodology,Undergraduate Students,Graduate Students,Semi Structured Interviews

The relevance of this work is determined by the real problems of foreign students' adaptation to the educational environment of Russian high school. International students face certain problems, complicating adaptation to a new lifestyle, to the educational environment of the Russian high school, to a completely new social and cultural environment. Every year more and more foreign students come to Russia to get higher education, and every foreign student goes through an objective process of adaptation to college life. This article aims to develop recommendations, basic principles for an educational institution that provides educational services to foreign citizens. The leading method to the study of this problem is a qualitative method of case-study, which allows to focus on practical knowledge about real everyday situations, faced by foreign students in Russia. The case-study method provides an opportunity to pay close attention to the impact of social, cultural and academic factors on their adaptation. The article revealed that international students often face a series of transitional difficulties immediately after arriving to study in Russian universities. The problems are cataloged according to academic, social and cultural aspects. The article states that in order to overcome these problems, the students use resources provided mainly by the university. On the other hand, it is found out that these problems motivate foreign students to develop strategies to meet emerging challenges. The data obtained can be used in the practice of the university administration, faculty and staff to timely detect and eliminate academic, social and cultural challenges faced by international students at the beginning of their studies in Russia. Attention to these issues will provide more adequate support for foreign students.
A Comparison of the Handwriting Abilities of Secondary Students with Visual Impairments and Those of Sighted Students
Author: Harris-Brown, Talitha
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Handwriting,Visual Impairments,Statistical Significance,Secondary School Students,Psychomotor Skills,Foreign Countries,Testing Accommodations,Perceptual Motor Coordination,Visual Perception,Measures (Individuals),Scores,Questionnaires,Parent Attitudes,Correlation,Nonparametric Statistics,Statistical Analysis,High Stakes Tests

Despite the large number of people with visual impairments in Australia, all Western Australian secondary students are required to complete their secondary exams using handwriting, unless they qualify for special provisions. Students with visual impairments do not necessarily qualify for special provisions on the basis of their visual impairment alone. It is hypothesized that students with visual impairments in Western Australia experience more difficulties with handwriting than their fully sighted peers, which can potentially limit their optimal performance. To date, there is only one study that indicates that the assessment of visual-motor integration abilities is also positively correlated to handwriting ability in people with visual impairments (Uysal &amp; Aki, 2012). The primary objective of the study presented here is to determine if there is a statistically significant difference in the handwriting performance of people with visual impairments compared to that of sighted individuals. As a secondary objective, this study makes an effort to determine if there is evidence supporting the use of The Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery &amp; Beery, 2010) as an indicator of handwriting performance in individuals with visual impairments.
iStimulation: Apple iPad Use with Children Who Are Visually Impaired, Including Those with Multiple Disabilities
Author: Campaña, Laura V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Blindness,Visual Impairments,Assistive Technology,Handheld Devices,Early Intervention,Young Children,Infants,Toddlers,Child Development,Multiple Disabilities,Attention,Communication Skills,Pretests Posttests

Since its creation in the early 1980s, Light Box, a product developed by the American Printing House for the Blind (APH) that is designed for working on functional vision tasks with children who have visual impairments or multiple disabilities, has been an effective tool to help teach children with visual impairments to locate and track items visually (Wright, 2012). The Apple iPad, first available in April 2010, represented a new technological option for such teaching that was significantly more visually appealing and motivating to stimulate visual engagement. This Practice Report describes a pilot study initiated by the Infant &amp; Early Childhood Program of the Junior Blind of America, which found that the iPad increased progress on developmental goals for children with low vision when compared to the APH Light Box. The study gathered data from a sample of 60 children ranging from birth to three over a period of six months, and identified the iPad as an appropriate educational tool to increase a child's development in multiple areas. Using methods similar to those initiated by Smith and Cote (Smith &amp; Cote, 1982), Junior Blind's study observed the use of the iPad in comparison to the Light Box. Employing six-item pretest and posttest sessions, data was analyzed that focused on the children's performance in executing tasks with the iPad for three months following a three-month period of Light Box use. According to the researchers' interpretation of the data, the iPad, in comparison with the Light Box, was found to be a superior tool in increasing a child's development in communication, visual attentiveness, reaching, and activating.
The Culture Integration in The Context of National Art Schools--Prioritized Direction of Development of the Modern Humanities
Author: Melekhova, Ksenia Alexandrovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Humanities,Trend Analysis,Educational Trends,Spiritual Development,Moral Development,Foreign Countries,Role,Visual Arts,Artists,Cultural Influences

The modern picture of the world is experiencing a permanent transformation, adapting to the influence of various globalization factors, the dominance of information technology, dynamic development of a material environment, etc. In these circumstances, the society faces a problem of a technocratic knowledge domination without attention to humanitarian knowledge. In this context, the role of spiritual development is lost, as well as the role of moral growth, human values, the importance of cultural traditions. The timely problem of modern human knowledge development is considered and studied by the scientific community. But in practice, this trend more clearly represented in Asian countries, where even the technocratic component is based on a tradition, ethno-cultural experience, national art heritage. Therefore, this article addresses the problem of the national art schools development through the integration of cultures on the example of the Central Asian countries as well as Russia's role in the development of national art in the XX century through the system of art education.
Virtual Environments for People Who Are Visually Impaired Integrated into an Orientation and Mobility Program
Author: Lahav, Orly
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Impairments,Visually Impaired Mobility,Simulated Environment,Qualitative Research,Statistical Analysis,Auditory Stimuli,Tactual Perception,Technology Uses in Education,Program Evaluation,Experimental Groups,Control Groups,Comparative Analysis,Observation,Spatial Ability,Cognitive Mapping,Teaching Methods,Time,Questionnaires

Introduction: The BlindAid, a virtual system developed for orientation and mobility (O&amp;M) training of people who are blind or have low vision, allows interaction with different virtual components (structures and objects) via auditory and haptic feedback. This research examined if and how the BlindAid that was integrated within an O&amp;M training program could be of help when teaching those who are blind or visually impaired to develop O&amp;M skills. Methods: Using qualitative and quantitative methods, this research focused on 16 participants during their O&amp;M course, and studied virtual environment exploration and orientation tasks in virtual environments. Results: The encouraging results of the current study indicate the potential strengths of the BlindAid system as an O&amp;M training device for visually impaired people. Discussion: Follow-up research evaluating transference of knowledge from virtual environments to real spaces could contribute to O&amp;M training for people who are visually impaired. Implications for practitioners: BlindAid could play a central role in three potential applications: a training simulator for O&amp;M, a diagnostic tool for O&amp;M specialists to track and observe participants' spatial behavior, and a technique for advanced exploration of unknown spaces.
Including Students Who Are Visually Impaired in the Classroom: Attitudes of Preservice Teachers
Author: Ajuwon, Paul M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Impairments,Inclusion,Student Attitudes,Preservice Teachers,Surveys,Attitude Measures,Statistical Analysis,Attitude Change,Anxiety,Student Characteristics,Likert Scales,Competence,Self Esteem,Teaching Experience,Knowledge Level,Interaction,Disabilities,Multivariate Analysis

Introduction: This study examines the perceptions of preservice teachers concerning the inclusion of students with blindness or low vision (visual impairments) in their classrooms. Methods: Using a modified version of the Preservice Inclusion Scale (PSIS), data were collected from participants in three universities in the United States before and after the completion of an introductory special education course. A Multivariate Analysis of Variance (MANOVA) test was conducted to investigate the change in participants' attitudes toward inclusion. Results: The anxiety measure revealed an increase in the calmness level of preservice teachers, and the receptivity measure revealed a nonsignificant change in their receptivity level toward inclusion. Discussion: There were three main study outcomes: A between-subject effect of the universities was not evident, no significant changes in hostility or receptivity were found, and the confidence of preservice teachers in teaching students with visual impairments was not a predictor of changes in attitudes toward inclusion. Suggestions for future research: Future research should determine the nature and scope of strategies included in coursework, and whether these strategies relate more to improvements in attitudes than to coursework that does not include them.
Education Technologies in Addressing the Problem of Forming the Socially Active Individual
Author: Popova, Irina N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Social Behavior,Individual Development,Observation,Maturity (Individuals),Readiness,Interpersonal Competence,Self Concept,Secondary School Students

The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category &quot;social activity&quot; and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions.