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Deafblind people differ in the degree of simultaneous damage to the sense of hearing and sight, as well as the moment at which this damage occurred. This article shows the etiology of acquired deafblindness. In the literature on the subject, there are few sources in full and in-depth explanation of the causes of deafness blindness. The population of people with deafness acquired, consists of people who have previously seen and heard, and over time lost both of these senses (simultaneously or independently of each other).
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Deafblind people have an unusual place in society. The issue of communication of people with deafness (both congenital and acquired) experiencing the consequences of sensory damage – simultaneous damage to hearing and sight, is one of the basic issues of surdotyflopedagogy. Analyzing the situation of deafblind persons in Poland and the Czech Republic, it is impossible not to notice certain discrepancies, which undoubtedly affect the choice of the method of communication by a deafblind person. Also, the general social situation of people with disabilities differs in both countries. The main purpose of the article is to present the first initiators and experiences in the field of communicating with deafblind people. It describes the contribution of non-governmental organizations to alternative communication, as well as scientific and research achievements in this field.
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Artificial intelligence is a unique fields of research. Its application is not only calculations in the field of mathematics and computer science but more and more often it becomes a component of useful and widely available applications. In this article I analyze the concept of intelligence both in the basic meaning and in artificial intelligence related to computer technology. I am considering the possibility of practical application of applications based on “learning” technology while supporting people with visual disabilities. I look at the properties of Microsoft’s Seeing AI software with particular accuracy. At the end, I try to point to the dynamics of the development of the technology discussed by me, as well as its relationship with solving social problems.
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The main goal of this article is to verify a hypothesis which says that not only modern adaptive technologies designed for blind people condition their independent living and full participation in economic, social and political life.
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The salutogenesis approach is based on the principle that a high sense of coherence mobilizes resources which are helpful when coping with stress. The sense of coherence allows a relatively calm attitude toward stressful situations, and enables the ability to recognize and use general resources to resist stress. It can enable growth and improve health at every stage of life. Researches made by Medical University of Lodz suggest that children and adolescents with visual impairment are at greater risk of obesity. To address this, the Healthy Lifestyle Pyramid has been developed for use during health education classes; it is an example of a practical application of the salotogenesis by giving access to adjusted assets to the needs of people with visual impairment.
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Audio description (AD) is a verbal description of visual content, presented phonetically to the blind and visually impaired. AD enables people with visual impairment to perceive visual content (eg paintings, sculptures, installations, films, theatrical and sports performances). Audio description, as a technique, while used to present visual arts to people with visual impairments, plays a significant role in the process of making collections of cultural institutions around the world, available to the widest possible audience. The article focuses on the role of audio description in providing blind and partially sighted people access to museum collections. It also discusses the principles of creating such descriptions, as well as maximizing their impact through cooperation with other (multisensory) ways of assistance available in museums, e.g. typhlographies.
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The purpose the thesis: “Relationship between learning styles, critcal thinking and teaching styles in secondary school in Tetovo” is to investigate the relationship between learning styles, critical thinking skills and teaching styles in high school in the city of Tetovo, to argue that in the relationship of student-teacher attitude, critical thinking skills, and styles of teaching by teachers, to verify which style of learning is more present in students, which style has the highest correlation with abililty of critical thinking and what is the style that is applied by teachers during the teaching process. The research is conducted in six high schools in the city of Tetovo SH.M.K Gjimnazi “7 Marsi”, “Kiril Pejcinovic”, SH.M.K.M. “ Nikola Shtejn “, SH.M. “8 Shtatori”, SH.M.P.K “Mosha Pijade”, “Gjoce Stojcevski”, “Isa Beu” with 211 students. Instrument that is used: learning style questionnaire- University of California, with 12 items (α = 0.320) and Stella Cotrre questionnaire on ability of critical thinking skills with all 25 questions (α = 0.867). A total of 56 teachers have completed the questionnaire: Staffordshire Teaching Styles Assessment (SETS). Reproduced with the permission of Kay Mohanna, Ruth Chambers, David Wall, with 24 questions showing six teaching styles (α = 0.720). The results confirm that there are no significant differences in learning styles. There are gender differences in favor of female gender in critical thinking skills. Teaching style: the only teacher, who did not pay attention to the student’s progress had a higher average than other teaching styles. The results confirmed differences between success and critical thinking skills.
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The Covid-19 pandemic forced educational institutions to con-duct their teaching entirely online. Online teaching pushed educational institutions to adapt in different ways to prevent the spread of the virus on the one hand, while on the other hand this was the only way to avoid interruptions in the teaching process. Online teaching in the Republic of Northern Macedonia found most of the educational institutions unprepared in terms of having the necessary equipment from both sides (teacher, student), as well as in terms of experience in online teaching. Knowing that this type of teaching is carried out at a distance, there was a lack of technical support and internet connection quality. This study examines the opinion of students at the University of Tetova regarding online teaching. Students express their opinion about the success of online teaching. The instrument used is an online questionnaire completed by 37 students, although a larger number of questionnaires were distributed. After processing the questionnaires, it was concluded that 76% of students prefer the traditional teaching (physical presence), while 19% of students prefer the hybrid teaching. This study confirms the hypothesis: Students' opinion about the type of preferred teaching method is correlated with the success rate of the online teaching process ( = 0.407, p <0.01).
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In many current discussions, digitalization functions as a dazzling leitmotif not only for technological, social and cultural transformation processes in general, but also for current social reproduction problems and upheavals in the field of education in particular. On the one hand, there is a widespread uneasiness in educational cultures of digitality; on the other hand, the promises of the future in learning technology are also promoting tendencies of ease for some groups. Based on a broader perspective that goes beyond a Freudian understanding of discomfort in culture, this article puts forward five trenchant theses for discussion, all of which mark fault lines of (dis)comfort in the educational cultures of digitality.
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The outcomes of the COVID-19 pandemic are having an impact on all areas, with the educational sector being one of the most impacted sectors to be taken into account. The purpose of this article is to identify the main opportunities and challenges of online education as a result of the COVID-19 pandemic, through a selective bibliography providing advice on information sources, and databases. The research methodology was achieved by performing a systematic literaturę review of what exists on subject, in order to retrieve the main categories for a SWOT analysis, from the points of view of teachers, students and the parents themselves.Finally, it attempts to cover the main contributors to the study domain. For each weakness and challenge, teachers and students can create an opportunity in online learning. The authors also have seen that this type of education is providing a great environment for learning innovation and to face-to-face teaching.
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The article is a study report on distance learning during the SARS-Co-V-2 virus pandemic, conducted among postsecondary school students. The subject of the study was the opinions of postsecondary school students about distance learning. The research was diagnostic in nature, and the method of a diagnostic poll with survey technique was used. The author’s survey was sent to 85 students of postsecondary schools in the Opole voivodship (Poland). As a result of the study, an average level of satisfaction, degree of motivation and involvement in self-learning by the respondents was determined, as well as an average evaluation of the level of effectiveness of learning conducted in that form. The respondents indicated both the positive and negative aspects of distance learning. The first group comprised mainly aspects related to saving time, money and the flexibility of this form of learning, while the other group included aspects of a social and health nature, related to shortcomings in self-study and evaluation of the learning process.
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The COVID-19 pandemic has greatly affected every area of our lives. One of them was education, which had to undergo a huge transformation in a very short time. Overnight, the computer replaced the blackboard and became the only tool of communication between a student and a teacher. Teachers had to completely change the tools used in the teaching process and enter a completely new and, for many of them completely unknown, working environment. Online learning has replaced traditional teaching. A computer with Internet access has become a ba- sic work tool for people who have so far used it mainly for recreational purposes. Teachers were thrown in at the deep end, for most of themit was the first time they had encountered platforms for remote communication. As the workspace has changed, learners and teachers have begun to move much more frequently into the world of the Internet, which harbors many dangers of which quite a few people were previously unaware. For this reason, the authors decided to investigate the problem of information security in e-learning. This paper attempts to collect the experiences and assess the awareness of university teachers about information security threats while teaching during the COVID-19 pandemic. The research results presented in this paper showed that the level of awareness of the risks, that may affect academic teachers in the distance learning process, is very low. Additionally, no appropriate procedures for safe distance learning have been developed. The communication security area was practically completely overlooked during the COVID-19 educational revolution.
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Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.
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The aim of the study was to identify the areas most sensitive to the well-being of students in the e-school environment. The researchers’ interest in the field of education most often relates to students’ school achievements. It seems reasonable to look at the reality of school from the perspective of the well-being of adolescents. The threat of a pandemic and the transition to remote learning have created unique conditions for understanding student problems. In reference to Allardt’s concept, four categories of well-being were distinguished 1) school conditions, 2) interpersonal relationships, 3) means of self-fulfillment, and 4) overall health condition. The study was conducted online, but through schools, among grades 7 and 8, and the first grade of secondary school students (N = 360). The principal component analysis (PCA) and confirmatory factor analysis (CFA) of the tool have been developed. The criterion validity was determined on the basis of the relationship between the questionnaire and other tests that measure similar problems. Rosenberg’s Self-Assessment Scale and the KIDSCREEN-10 Health-Related Quality of Life Questionnaire for Children were used. The Student’s Well-being in the E-school Environment: A Questionnaire is sufficiently reliable and valid. The distribution of low, average and high results in the sub-scales was more or less even. Low scores in the first sub-scale were reported by every fourth student, in the second and third sub-scale by every third student. The scale can be used to recognise the well-being of students learning in a remote or hybrid system. Well-being translates into functioning in many areas of life activity.
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