Notes

Kate = 10 of 14, 13 of 15, 13 of 18, 12 of 14, 10 of 11
Joel = 29 of 31, 40 0f 42, 31 of 36, 41 of 46, 13 of 14



DEVELOPMENT OF APPLIED SOFTWARE FOR TEACHING MUSIC TO PEOPLE WITH DEEP VISUAL IMPAIRMENTS BASED ON MUSIC COMPUTER TECHNOLOGIES DEVELOPMENT
Irina B. Gorbunova1 E-mail: [email protected] ORCID: https://orcid.org/0000-0003-4389-6719 Viktor V. Zakharov1 E-mail: [email protected] ORCID: https://orcid.org/0000-0001-5193-985X Olga L. Yasinskaya1 (2020)

media pembelajaran

The most important deficit for a BVI person is the lack of information is filled with the help of digital technologies, in particular, computers, smartphones and so on thanks to speech support programs that are developed for the most popular platforms - Windows, Mac OS and Android. It should be noted that modern operating systems have a number of own built-in applications for BVI people (screen magnifiers, screen speakers), but work with complex software where the interface is based on graphic objects (buttons, amplitude and spectrum analyzers in sound editors, location labels etc.) is difficult with these means. Today, there are two of the most functional screen access software - JAWS for Windows and NVDA. JAWS for Windows Screen Reading Software (Job Access With Speech) is the most popular screen access software for Windows. It provides access to the system, office applications, and other necessary software, including Internet browsers. Thanks to the speech synthesizer, through the computer’s audio card, information from the screen is read out loud, providing voice access to a wide variety of content. JAWS also displays information on the braille-relief display, includes a large set of keyboard commands that allow for reproducing actions that are usually performed only with the mouse. These commands also perform other useful functions designed to increase speed and efficiency. The utilities included in the package provide the ability to fine-tune for the most comfortable work with almost any software. NVDA (NonVisual Desktop Access) is a free, open-source program for MS Windows that allows BVI people for working on a computer without visual control, displaying all the necessary information using speech or Braille display. NVDA is a mature product for screen readers and is always on the cutting edge of the most advanced technology in the field of accessibility. Since NVDA is an opensource project, each user, with sufficient knowledge, will be able to contribute to the development of the program or make it more convenient.

Disabilitas Tunanetra
Aktualisasi Budaya Membaca Melalui Literasi Digital Bagi Siswa Penyandang Tunanetra di Sekolah Luar Biasa Negeri (SLBN) Pandaan Kecamatan Pandaan Kabupaten Pasuruan
Novita Nur Anggraeni, Machful Indrakurniawan. 2023

Gangguan penglihatan, baik seluruhnya maupun sebagian, dimana mata tidak dapat berfungsi sebagai indera penglihatan dan saluran penerima informasi dalam kegiatan seharihari, disebut dengan tunanetra(Logis, 2022). Kekurangan yang sebenarnya ini tidak mengurangi kebutuhan akan informasi. Penyandang tunanetra tetap membutuhkan komunikasi dengan orang lain untuk mendapatkan dan berbagi informasi dalam kehidupan sehari-hari. Selama proses pembelajaran, penyandang tunanetra menemui hambatan visual. Yang dimaksud dengan “buta”, buta adalah kategori anak berkebutuhan khusus (ABK) yang kehilangan fungsi indera penglihatannya. Anak tunanetra masih dapat menggunakan indra non visualnya, seperti pendengaran, peraba, penciuman, dan perasa, untuk berkomunikasi dengan lingkungannya, berpartisipasi dalam aktivitas sehari-hari dan belajar didunia Pendidikan (Nurhikmah & Awalya, 2021).

Pembelajaran

Teaching English as a second language to visually impaired or blind students
Abduvokhidova Shakhribonu Akmalovna
2. Chou, M. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs and stories.Education, 313(42/3), 284-297. 3. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed-methods approaches. Los Angeles, CA: Sage. 4. Creswell, J. W. (2007). Qualitative inquiry and research design. Thousand Oaks: Sage
Rules and regulations Explain any visuals. When you are teaching a visually impaired or blind student, it is important to clearly explain all visual materials. The important feature is that all visual materials should be explained clearly while the educator teaches the visually impaired or blind students. As an example if the teacher shows a picture or painting she or he has to describe or comment the picture and painting. It might be like this: “I have put a picture of Edgar Allan Poe who wrote the poem The Raven. The poem shows the scene of the raven and the man who lost his beloved Lenore and had conversation with the raven”. In this way teacher should not forget that commenting and spelling of blackboard is important to the reason why students can easily coprehent what is written in the blackboard and also this method identifies that the blackboard is used as an important stuff to memorizing. Always give oral instructions. Do not provide your students with a handout that contains assignment instructions. Visually impaired or blind students in your class may have difficulty seeing the words and learning what is expected. Instead, you should always give oral instructions for every assignment and activity.[2] Ask students to clap to ask a question. Many classrooms rely on visual cues in order to ask questions or get the teacher’s attention. It is very traditional for students to raise their hand if they want to speak during a lesson. Visually impaired or blind students may not notice when their peers raise their hands. Instead, you should replace visual cues with audio cues. For example, you could have students clap twice if they want to ask question. Provide tactile learning experiences. When you are teaching a class with visually impaired or blind students, you should try and incorporate tactile learning experiences whenever possible. For example, instead of talking about rocks and showing images of different types of rocks, you should actually have physical rocks available in the classroom for the students to touch and handle.[3]This can also be done with different foods, shells, properties of matter, etc.This will allow your students to explore and learn without relying solely on sight. Address all students by name. Students who are visually impaired or blind may not always know who is talking. As a result you should always address students by their name when you call
Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367 https://zienjournals.com Date of Publication:22-11-2021 ______________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________ A Bi-Monthly, Peer Reviewed International Journal [59] Volume 2
on them to answer or ask questions. This way the student who is visually impaired can learn to identify their peers based on the sound of their voice.[4] Give visually impaired or blind students additional time to complete work. In some instances visually impaired or blind students may need extra time to complete their assignments and tests. This is typically because reading braille or using some form of technological aide can take additional time.Although you want to give an appropriate amount of time for visually impaired or blind students to complete their work, you do not want them use their vision as an excuse to hand in work late. Set deadlines and make sure they stick to them. Treat all of your students equally. Even though you will need to make certain modifications to your teaching style and classroom structure in order to accommodate students with visual impairments, you should still hold these students to the same standard as the rest of their peers. For example, all classroom rules and behavioural expectations should apply to all of the students in the class. Avoid giving special treatment to visually impaired students. Consider the curriculum. When you are teaching visually impaired or blind students, you may need to modify the curriculum and the way you teach the curriculum in order the meet the students needs. For example, when teaching art, you will want to rely more on tactile experiences. Try sculpting and working with clay, instead of drawing or coloring.[]