Visually Impaired
CHI 2011 COMPETITION WORKING BIBLIOGRAPHY
Webster, A., Roe, J., Children with Visual Impairments: Social Interaction, Language and Learning
Visual impairments and Individual Needs
London: Routledge (1998)
Summary:
This chapter sets out how the authors have approached the individual learning needs of children with visual impairments, and emphasizes, wherever feasible, a research basis for intervention. They explore contrasting images of children with visual impairments, highlighting unique differences in the way in which individuals adapt to their experience in contrasting contexts. To some extent these images are reflected in changes in policy and legislation over time, moving from the ‘deficit’ models that informed earlier provision to more recent concerns with the personal goals that underpin ‘lifetime learning’. Throughout the text, practical advice is shaped by the framework of the Code of Practice for SEN as it is currently being implemented in mainstream primary and secondary schools.
Recent research evidence, introduced briefly here, probes key aspects of interpersonal contexts, such as the scaffolding of interactions between adults and children, and the processes that promote independent control of learning in children with significant hurdles to surmount.
Relevance to the study: The major variables that adults, particularly teachers, control are the conditions within which learning takes place, and the transactions that support the child’s adaptive efforts to make sense of the world. That is why the researchers plan to design a device that will support the visually impaired children in terms of their learning needs. Although there are sample of case studies illustrates the range of individual differences encountered in children with visual impairments, in terms of ability, learning style, persistence, motivation, adaptivity and resilience, however, we need to look at the strategies adopted by adults and the culture of teaching environments in
Webster, A., Roe, J., Children with Visual Impairments: Social Interaction, Language and Learning
Visual impairments and Individual Needs
London: Routledge (1998)
Summary:
This chapter sets out how the authors have approached the individual learning needs of children with visual impairments, and emphasizes, wherever feasible, a research basis for intervention. They explore contrasting images of children with visual impairments, highlighting unique differences in the way in which individuals adapt to their experience in contrasting contexts. To some extent these images are reflected in changes in policy and legislation over time, moving from the ‘deficit’ models that informed earlier provision to more recent concerns with the personal goals that underpin ‘lifetime learning’. Throughout the text, practical advice is shaped by the framework of the Code of Practice for SEN as it is currently being implemented in mainstream primary and secondary schools.
Recent research evidence, introduced briefly here, probes key aspects of interpersonal contexts, such as the scaffolding of interactions between adults and children, and the processes that promote independent control of learning in children with significant hurdles to surmount.
Relevance to the study: The major variables that adults, particularly teachers, control are the conditions within which learning takes place, and the transactions that support the child’s adaptive efforts to make sense of the world. That is why the researchers plan to design a device that will support the visually impaired children in terms of their learning needs. Although there are sample of case studies illustrates the range of individual differences encountered in children with visual impairments, in terms of ability, learning style, persistence, motivation, adaptivity and resilience, however, we need to look at the strategies adopted by adults and the culture of teaching environments in
Bibliography: Engineering and Physical Sciences (DEPS), The Rise of Games and High Performance Computing for Modeling and Simulation (2010) Summary: The technical and cultural boundaries between modeling, simulation, and games are increasingly blurring, providing broader access to capabilities in modeling and simulation and further credibility to game-based applications. The purpose of this study, carried out by the National Research Council’s Committee on Modeling, Simulation, and Games, is to provide a technical assessment of modeling, simulation, and games (MS&G) research and development worldwide and to identify future applications of this technology and its potential impacts on government and society. Further, this study identifies feasible applications of gaming and simulation for military systems; associated vulnerabilities of, risks to, and impacts on critical defense capabilities; and other significant indicators and warnings that can help prevent or mitigate surprises related to technology applications by those with hostile intent. Finally, this report recommends priorities for future action by appropriate departments of the intelligence community (IC),1 the Department of Defense (DoD) research community, and other government entities. It is the intention of the committee that the results of this study serve as a useful tutorial and reference document for this particular era in the evolution of MS&G. The report also highlights a number of rising capabilities to watch for those are facilitated by MS&G. Relevance to the study: Product designers conceptualize and evaluate ideas, making them tangible through products in a more systematic approach. Their role is to combine art, science and technology to create tangible three-dimensional goods. Not only does the design attract the target users, the usability and consolation it gives to the clients are the most important things that must be taken into consideration. For the people concerned with their family or friends who are visually impaired, the degree of their need for a certain key depends on how they are vulnerable for those designs. Thus, this article shows in a picture the appropriate and ideal products that are favorable and advantageous on the part of the visually disabled persons.