Empowering Students with Visual Impairment to Prepare for Disasters via Differentiated Instruction Technique: A Case Study in India

Autor/inn/en	Kharade, Kalpana; Ha, Huong; Ubale, Amol
Titel	Empowering Students with Visual Impairment to Prepare for Disasters via Differentiated Instruction Technique: A Case Study in India
Quelle	In: International Journal of Special Education, 32 (2017) 3, S.567-585 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Natural Disasters; Risk Management; Visual Impairments; Foreign Countries; Individualized Instruction; Case Studies; Teaching Methods; Student Attitudes; Qualitative Research; Phenomenology; Females; Grade 8; Mainstreaming; Focus Groups; Barriers; Classroom Techniques; Equal Education; India + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Risikomanagement; Visual handicap; Sehbehinderung; Ausland; Individualisierender Unterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Weibliches Geschlecht; School year 08; 8. Schuljahr; Schuljahr 08; Klassenführung; Indien
Abstract	Disaster risk management (DRM) education to visually impaired (VI) students has posed a great challenge to worldwide educators. International aid agencies report that people with disabilities have often been excluded from several educational interventions to manage disaster risks. It is, therefore, imperative to ensure that people with disabilities should not be forgotten in any disaster risk initiatives. Education can be a catalytic agent in bringing the disable population to the main stream. Many researchers propose that the process of inclusive emergency planning for DRM should begin at school. However, in most situations, a DRM course is prepared in a traditional way, i.e. for sighted students, and VI students are evaluated the same as sighted students. Thus, VI students remain largely neglected during the stages of instructional planning and learning. To address this issue we successfully designed and implemented an intervention strategy based on the differentiated instruction technique (DIT) to teach VI students about DRM. This article (i) explains how DIT can help instructors deliver DRM content to VI students, using a case study in a school in India, (ii) presents the challenges and solutions to such challenges when teaching DRM to VI students, and (iii) examines the VI participants' perceptions about learning DRM through DIT. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01