Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan
DOI:
https://doi.org/10.56294/sctconf2024.1219Keywords:
Braille, spelling, specialized boarding school, special printer, visually impaired individual, contact book, audioAbstract
This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.
In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment
References
1. Ali Alhabahbe F, Subhi Alhadidi M. (2022). The degree to which students with visual impairments in Jordanian Public Schools use their assistive technology to study subjects in inclusive schools from their point of view. Dirasat Human & Social Sciences, 49(2), 451–466.
2. Al Khateeb J. (2010). Introduction in teaching students with special needs (2nd ed.). Dar Alfeker Publications.
3. Argyropoulos V., Papadimitriou V. (2015). Braille reading accuracy of students who are visually impaired: The effects of gender, age at vision loss, and level of education. Journal of Visual Impairment & Blindness, 109 (2), 107–118.
4. Basaran S. (2012). Energy Education Science and Technology Part B Social and Educational Studies. 2, 217-226.
5. Bishop V. (2004). Teaching visually impaired children. Charles C Thomas Publisher.
6. Boshkov D. (2019). Features of teaching English to schoolchildren with visual impairments. Science Diary. 6, 10.
7. Chaovanajinda V., Sirivungruang I., Niyomphol W. (2021, June 25). The development of English Braille literacy for the students with visual impairment by using an activity-based learning method [Conference session]. The 7th Ratchasuda Virtual International Conference on Disability.
8. De Boer, A. A., Timmerman, M. E., Pijl, S. J., & Minnaert, A. E. M. G. (2012). The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education. European Journal of Psychology of Education, 27, 573-589. https://doi.org/10.1007/s10212-011-0096-z
9. Elkins, J., Van Kraayenoord, C. E., & Jobling, A. (2003). Parents’ attitudes to inclusion of their children with special needs. Journal of Research in Special Educational Needs, 3(2), 122-129. https://doi.org/10.1111/1471-3802.00005
10. Gaad, E. (2004). Cross-cultural perspective on the effect of cultural attitudes towards inclusion for children with disabilities. Inter-national Journal of Inclusive Education, 8 (3), 311-328. https://doi.org/10.1080/1360311042000194645
11. Gritsishina N., Guryeva L. (2011). Methods of teaching the blind and visually impaired a foreign language using gaming technologies. Almanac of modern science and education. 4 (47), 124.
12. Hadidi M. (2011). An introduction to visual disability (4th ed.). Dar Al Fikr Publication.
13. Harrison J., Gregory C., Alsup J. (2003). Using distance education for families to improve children’s Braille literacy. Journal of Visual Impairment & Blindness, 97, 169–172.
14. Holbrook M., Nannen L. (1991). Method of literacy instruction for Braille. Journal of Visual Impairment & Blindness, 91(5), 420–422.
15. Kapperman Gaylen, Koster Elizabeth, Burman Rachel. (2018). The Study of Foreign Languages by Students Who Are Blind Using the JAWS Screen Reader and a Refreshable Braille Display. Journal of Visual Impairment & Blindness. Northern Illinois University. May-June, 317-323.
16. Involvement of children with visual impairments in the educational process in English lessons in an inclusive class. Language and text. 4. (3), 116–128.
17. Mallaev D., Nurmagomedova H. (2017). Problems of teaching foreign languages to children with visual impairments in the context of the implementation of the subprogram "English-speaking Dagestan". Bulletin of the Dagestan State Pedagogical University. Psychological and pedagogical sciences. 11 (3), 68-72.
18. Mavropalias, T., Alevriadou, A., & Rachanioti, E. (2021). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International Journal of Developmental Disabilities, 67(6), 397-405. https://doi.org/10.1080/20473869. 2019.1675429 Mikhailova A., Shilova Yu. (2017).
19. Minina O.G., Rocheva N.I., Konevskaya E.V. (2011). Methods of individual teaching of visually impaired students English. Inclusive education: methodology, practice, technologies. 203–204.
20. Nikolaev A. (2019). Innovative approach to teaching foreign languages to blind students in the context of inclusive education. World of science, culture, education. 6 (79), 320.
21. Vorobyova O.A., Katsap O.Yu. (2022). On the Peculiarities of Teaching Schoolchildren with Visual Impairments English. St. Petersburg, 8.
22. Vostrova, E.E. (2016). Features of teaching visually impaired and blind students a foreign language. Young scientist. 16.1 (120.1), 6-8
Published
Issue
Section
License
Copyright (c) 2024 Nozima Muratova, Gulsanam Khasanova , Xurshid Toshov, Ozod Kurbanov (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
