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EVO: Sistema informático de entrenamiento visual para personas deficientes visuales
Abstract
Se analiza el desarrollo y evaluación del sistema informático EVO que, en el ámbito de la estimulación visual, permite la evaluación de capacidades visuales y facilita la aplicación de programas de entrenamiento visual, basados en juegos de ordenador adaptados a las características visuales del usuario. Se refieren los antecedentes de la investigación, se indican las adaptaciones ergonómicas incorporadas al programa, y se describe su estructura funcional. Se presenta la evaluación realizada con 14 niños atendidos en el Centro de Recursos Educativos de la ONCE en Madrid. Los resultados muestran mejoras significativas, que sugieren la conveniencia de utilizar EVO complementariamente con los medios de estimulación tradicionales.
... Los movimientos de exploración tienen como fin ampliar el campo visual dinámico (Valjean, 2010;Santos, 2007;Oyarzábal, 2005); hay programas informáticos, por ejemplo el EVO (Rodríguez, 2001), o manuales como el LUVR-Reading, muy didácticos y de gran ayuda para los pacientes (Valjean, 2010). ...
El macroadenoma hipofisiario es un tumor de diámetro superior a 10 mm ubicado en la hipófisis, con una prevalencia del 0,20 % en población viva no seleccionada. Las manifestaciones clínicas incluyen alteraciones visuales tales como defectos en el campo visual (CV) debidos al desplazamiento del quiasma óptico de su posición inicial. La prevalencia de los defectos del CV varía del 32 % al 96 % y generalmente se encuentra hemianopsia bitemporal. Estos pacientes raramente se manejan de manera itegral y son considerados como pacientes con baja visión según la OMS. De aquí la importancia del conocimiento del manejo optpmétrico integral en estos casos
We present the conclusions of the research, which has been working in recent years, with the aim of better understanding the differential characteristics of reading in view in students with low vision, and educational intervention to optimize access to information.
Research was initiated with the application of a program to increase reading efficiency in a case of bitemporal heteronymous hemianopsia. Next, an exploratory study of the reading practice of students with low vision who used the sight of Secondary Education as the primary code of reading and writing. Most had monocular reading, reduced distance and did not need optical aids. The reading efficiency presented: great standard deviation, slow speed, low comprehension and difficulties in the recognition of words.
Despite the difficulties described and the evident need to improve the reading efficiency of many visually impaired students, there is little specific material that allows professionals to tackle this task with sufficient guarantees. In the Program for the Optimization of Reading Efficiency of students with low vision (EFILECT), an intervention based on three procedures has been proposed: the method of "repeated reading", joint reading and rapid reading techniques. The results obtained with its application have shown a considerable improvement in all the reading processes.
Teachers of students with visual impairments are responsible for ensuring that students with low vision obtain the reading and writing strategies necessary for learning, life and work. If it is not adequately supported in the learning of reading skills, or it is assumed that this process will occur naturally, students with low vision will run the risk of presenting a level of marginal reading development and will have a significant disadvantage in school and in the life.
Inclusive Educational Attention for Students with Severe Visual Impairment
Isabel Serrano Marugán, Ascensión Palomares Ruiz, Catherine Kostich Tejera
Abstract
In this paper, we review the various educational experiences that have been implemented with visuallyimpaired students within the inclusive education model of the Region of Madrid (Spain) during the last decade. The methodology used is a combination of theories, their implementation and their analysis in order to understand, explain and demonstrate their efficacy through the use of descriptive or interpretive research. Furthermore, a comparative analysis is used to dissect the changes that have happened during the last four years, which have been characterized by a deep economic and social crisis. We justify the choice of eclectic methodology because, rather than limiting ourselves to differing theories, this will provide a richness that will enable us to obtain a more realistic and ecological view of the problem. We conclude that the inclusive education of visually-impaired students has been a priority for the different education authorities. The inclusive educational response is a reality with effective intervention teams of early and general care closely collaborating with specific teams for visually-impaired students. This constitutes an example that could be extended to other contexts of disability.
Full Text: PDF DOI: 10.15640/jehd.v4n1a10
Inclusive Educational Attention for Students with Severe Visual Impairment
Isabel Serrano Marugán, Ascensión Palomares Ruiz, Catherine Kostich Tejera
Abstract
In this paper, we review the various educational experiences that have been implemented with visuallyimpaired students within the inclusive education model of the Region of Madrid (Spain) during the last decade. The methodology used is a combination of theories, their implementation and their analysis in order to understand, explain and demonstrate their efficacy through the use of descriptive or interpretive research. Furthermore, a comparative analysis is used to dissect the changes that have happened during the last four years, which have been characterized by a deep economic and social crisis. We justify the choice of eclectic methodology because, rather than limiting ourselves to differing theories, this will provide a richness that will enable us to obtain a more realistic and ecological view of the problem. We conclude that the inclusive education of visually-impaired students has been a priority for the different education authorities. The inclusive educational response is a reality with effective intervention teams of early and general care closely collaborating with specific teams for visually-impaired students. This constitutes an example that could be extended to other contexts of disability.
Full Text: PDF DOI: 10.15640/jehd.v4n1a10
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