Evaluation of science and mathematics books used for students with visual impairment in inclusive classrooms in Tanzania

Agesa, L. (2014). Challenges faced by learners with visual impairments in an inclusive setting in trans-Nzoia Count. Journal of Education and Practice, 5(9), 185–192. https://www.iiste.org/Journals/index.php/JEP/article/view/16203
Google Scholar Budget Monitoring and Accountability Unity . (2018). Provision of inclusive education in Uganda: What are the challenges? [Briefing Paper]. Ministry of Finance, Planning and Economic Develop.
Google Scholar Brawand, A., Johnson, N. (2016). Effective methods for delivering mathematics instruction to students with visual impairments. Journal of Blindness Innovation and Research, 6(1), Article 805057. https://www.researchgate.net/publication/283805057
Google Scholar Bryman, A. (2012). Social research methods (4th ed.). Oxford University Press.
Google Scholar Carpenter, J. (2020). EFL education for the visually impaired in Japan: Data from five interviews. Latin American Journal of Content & Language Integrated Learning, 13(1), 57–78. https://doi.org/10.5294/laclil.2020.13.1.4
Google Scholar Cohen, L., Manion, L., Morrison, K. (2011). Research methods in education. Routledge.
Google Scholar Ediyanto, Kawai, N. (2019). Science learning for students with visually impaired: A literature review. Journal of Physics Conference Series, 1227, Article 012035. https://doi.org/10.1088/1742-6596/1227/1/012035
Google Scholar Eligi, I., Mwantimwa, K. (2017). ICT accessibility and usability to support the learning of visually-impaired students in Tanzania. International Journal of Education and Development Using Information and Communication Technology, 13(2), 87–102. https://files.eric.ed.gov/fulltext/EJ1153317
Google Scholar Fanu, G. L., Bassendine, M., McCall, J., McCall, S., Myers, J. (2018). Inclusive teaching and learning for children with visual impairments: Teachers’ guide. https://www.sightsavers.org/wp-content/uploads/2018/09/Teachers-guide-CWVI_Senegal-2.pdf
Google Scholar Kızılaslan, A., Zorluoglu, S. L., Sözbilir, M. (2020). A hands-on classroom activity to teach science concepts for students with visual impairment. Science Activities, 56(4), 130–138.
Google Scholar Klingenberg, O. G., Holkesvik, A. H., Augestad, L. B. (2019). Digital learning in mathematics for students with severe visual impairment: A systematic review. British Journal of Visual Impairment, 38(1), 38–57. https://doi.org/10.1177/0264619619876975
Google Scholar Korir, B. C. (2015). Challenges encountered by students with visual impairments and teachers in an integrated school environment: A case of integrated secondary schools in Kericho District, Ainamoi Division, Kenya. International Journal of Education, Learning and Development, 8, 28–40. http://www.eajournals.org/wp
Google Scholar Maguvhe, M. (2015). Teaching Science and Mathematics to students with visual impairments: Reflections of a visually impaired technician. African Journal of Disability, 4(1), Article 0194. https://doi.org/10.4102/ajod.v4i1.194
Google Scholar McAloone, T. C. (2007). A competency-based approach to sustainable innovation teaching: Experiences within a new engineering program. Journal of Mechanical Design, Transactions of the ASME, 129(7), 769–778. https://doi.org/10.1115/1.2723806
Google Scholar Mizunoya, S., Mitra, S., Yamasaki, I. (2016). Towards inclusive education: The impact of disability on school attendance in developing countries (Innocenti working paper no. 201603). https://www.researchgate.net/publication/303374265
Google Scholar Mugambi, M. K. (2012). Challenges facing teachers in teaching students with VI in an integrated School: A study of Moi girls’ school, Nairobi [Master’s thesis] Kenyatta University. http://ir-library.ku.ac.ke/handle/123456789/5967
Google Scholar Niwagaba, G. (2014). Including and teaching blind children in ordinary classrooms: Teaching tools teachers use and their influence on the inclusion of blind children in ordinary classrooms in a primary school? [Master’s thesis]. The University of Oslo. https://www.duo.uio.no/handle/10852/42436
Google Scholar Njabili, A. F. (1999). Public examinations: A tool for curriculum evaluation (3rd ed.). Mture Educational Publishers.
Google Scholar Ntim, E. K., Gyimah, E. K. (2020). Competence in expanded core curriculum skills: Does the level taught matter to the visually impaired? Journal of Education, Society and Behavioural Science, 33(7), 63–73. https://doi.org/10.9734/jesbs/2020/v33i730245
Google Scholar Omede, A. A. (2015). The challenges of educating the visually impaired and quality assurance in tertiary institutions of learning in Nigeria. International Journal of Educational Administration and Policy Studies, 7(7), 129–133. https://doi.org/10.5897/IJEAPS2015.0407
Google Scholar Opie, J. (2018). Educating students with vision impairment today: Consideration of the expanded core curriculum. British Journal of Visual Impairment, 36(1), 75–89. https://doi.org/10.1177/0264619617730861
Google Scholar Papadopoulos, K. S., Goudiras, D. B. (2005). Accessibility assistance for visually-impaired people in digital texts. British Journal of Visual Impairment, 23(2), 75–83. https://doi.org/10.1177/0264619605054779
Google Scholar Sahin, M., Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. Journal of Us-china Education Review, 6(4), 19–26. https://www.researchgate.net/publication/234621446
Google Scholar Sikanku, S. T. (2018). Challenges in teaching pupils with visual impairment in inclusive classrooms: The experience of Ghanaian teachers. Journal of Research on Humanities and Social Sciences, 8(11), 43–48. https://core.ac.uk/download/pdf/234676338https://core.ac.uk/download/pdf/234676338
Google Scholar United Nations, Educational, Scientific Cultural Organization . (2018). Education and disability: Analysis of data from 49 countries [Information paper]. http://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf
Google Scholar United Republic of Tanzania . (2010). National Strategy for Growth and Reduction of Poverty II (NSGPR II). http://www.tzonline.org/pdf/mkukutalldraft.pdf
Google Scholar United Republic of Tanzania . (2014). Education and training policy.
Google Scholar United Republic of Tanzania . (2016). Tanzania in figures: National Bureau of Statistics-2016. www.nbs.go.tz
Google Scholar United Republic of Tanzania . (2017). Biology syllabus for secondary education for I-IV. TIE.
Google Scholar United Republic of Tanzania . (2018). Regional basic education statistics (regional BEST) data.
Google Scholar World Health Organization . (2019). World report on vision. https://www.who.int/docs/default-source/documents/publications/world-vision-report-accessible.pdf?sfvrsn=223f9bf7_2
Google Scholar William, F. (2012). Enabling science teaching and learning in rural high schools in Tanzania: Design and development of integrated chemistry modules (ICM) for A-level secondary education [Doctoral thesis]. The University of Dodoma.
Google Scholar

留言 (0)

沒有登入
gif