DOCSLIB.ORG

Universidad Complutense De Madrid Tesis Doctoral

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Universidad Complutense De Madrid Tesis Doctoral UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN DEPARTAMENTO DE DIDÁCTICA Y ORGANIZACIÓN ESCOLAR TESIS DOCTORAL Enseñanza de la matemática a alumnos con necesidades visuales: estrategias y metodologías dinamizadoras del aprendizaje Ensino de matemática a alunos con necessidades visuais: estratégias e metodologías dinamizadoras da aprendizagem MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Artur Olímpio Ferreira Gonçalves da Silva Director José María Ruiz Ruiz Madrid, 2015 © Artur Olímpio Ferreira Gonçalves da Silva, 2015 UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN Departamento de Didáctica y Organización Escolar Doctorado en Innovación Didáctica en la Sociedad del Conocimiento ENSEÑANZA DE LA MATEMATICA A ALUMNOS CON NECESIDADES VISUALES: ESTRATEGIAS Y METODOLOGÍAS DINAMIZADORAS DEL APRENDIZAJE Ensino da Matemática a Alunos com Necessidades Visuais: Estratégias e Metodologias Dinamizadoras da Aprendizagem Autor: Artur Olímpio Ferreira Gonçalves da Silva Director: Profesor Doctor José María Ruiz Ruiz Madrid, 2015 TABLA DE CONTENIDOS Pp. Dedicatória ix Uno pensamiento de Augusto Cury xi Agradecimientos xiii Resumo xv Resumen xvii Abstract xix Clave de abreviaturas, siglas y acrónimos: su significado xxi 0 - INTRODUCCIÓN 1 MARCO TEÓRICO 13 1 - CURRICULO EN GENERAL 15 1.1 - INTRODUCCIÓN 15 1.2 - TEORÍAS CURRICULARES 20 1.3 - MODELOS CURRICULARES 26 1.3.1 - Definición de modelo curricular 26 1.3.2 - Modelos cerrados versus modelos abiertos 27 1.3.3 - Modelos Mixtos 29 1.3.4 - Clasificación paradigmática de los modelos curriculares 34 1.3.5 - Una Posición Personal 36 1.4 - FASES DEL CURRÍCULO 39 1.4.1 - El Diseño del Currículo 40 1.4.1.1 - Diseño de un currículo de nivel A 41 1.4.1.2 - Diseño de un currículo de nivel B 62 1.4.1.3 - Diseño de un currículo de nivel C 65 1.4.1.4 - Diseño de un currículo de nivel D 66 1.4.2 - El Desarrollo Curricular. 67 1.4.2.1 - Desarrollo de un currículo de nivel A 68 1.4.2.2 - Desarrollo de un currículo de nivel B 69 i 1.4.2.3 - Desarrollo de un currículo de nivel C 69 1.4.3 - La Evaluación 89 1.4.3.1 - Evaluación de los alumnos 90 1.4.3.2 - Evaluación de los profesores 92 1.4.3.3 - Evaluación de los Centros Educativos 93 1.4.3.4 - Evaluación del Sistema de Enseñanza 95 1.5 - EL CURRICULO COMO OBJETO DE INVESTIGACIÓN 100 1.5.1 - Metodologías Cuantitativas 100 1.5.2 - Metodologías Cualitativas 102 1.5.3 - La Investigación-Acción 103 1.5.4 - La Presente Tesis 105 2 - EL SISTEMA BRAILLE 107 2.1 - INTRODUCCIÓN 107 2.2 - LAS SEÑALES SIMPLES. 110 2.3 - GRAFÍA MATEMÁTICA DEL BRAILLE 115 2.3.1 - Representación de las letras mayúsculas 115 2.3.2 - Representación de los números enteros 116 2.3.3 - Representación de los números fraccionarios 117 2.3.4 - Representación de los números ordinales 119 2.3.5 - Representación de los conjuntos numéricos 120 2.3.6 - Representación de las operaciones aritméticas 121 2.3.7 - Representaciones en el ámbito del cálculo algebraico 122 2.3.8 - Representaciones de operaciones transcendentes 124 2.3.9 - Representaciones en el ámbito de la geometría 125 2.3.10 - Representaciones en el ámbito de la lógica 128 2.4 - EL BRAILLE DE OCHO PUNTOS 129 2.5 - LA ENSEÑANZA DEL BRAILLE 132 2.5.1 - Introducción 132 2.5.2 - Métodos de enseñanza 133 2.5.3 - Situación en Portugal 136 ii 3 - LAS TIFLOTECNOLOGIAS 141 3.1 - INTRODUCCIÓN 141 3.2 - TIFLOTECNOLOGIAS DE LA INFORMACIÓN Y DE LA 143 COMUNICACIÓN 3.2.1 - Robobraille 143 3.2.2 - Mecbraille 143 3.2.3 - Máquinas de Escribir Braille 145 3.2.4 - Los Lectores de Pantalla 147 3.2.5 - Sintetizadores de Voz 150 3.2.6 - Líneas Braille 150 3.2.7 - Ordenadores Autónomos 151 3.2.8 - Lectores Autónomos 153 3.2.9 - Lectores DAISY 154 3.2.10 - Impresoras Braille 156 3.2.11 - Máquinas de Relieves 158 3.2.12 - Impresoras 3D 159 3.2.13 - Teléfonos Móviles 160 3.2.14 - Ampliadores 162 3.2.15 - Dispositivos reconocedores de monedas y de notas 162 3.3 - TIFLOTECNOLOGIAS PARA LA ENSEÑANZA DE LA 163 MATEMÁTICA 3.3.1 - El Editor Matemático LAMBDA 164 3.3.2 - El Multiplano 165 3.3.3 - Calculadora Científica SCI-PLUS 300 166 3.3.4 - El Cubaritmo 167 3.3.5 - Material para la Enseñanza de la Geometría 170 4 - LA INCLUSIÓN ESCOLAR 173 4.1 - LA ERA DE LA INCLUSIÓN 173 4.2 - SITUACIÓN EN PORTUGAL 180 4.2.1 - Los Cinco Períodos 180 4.2.1.1 - Período Embrionario (1823-1887) 180 iii 4.2.1.2 - Pioneirismo (1888-1926) 181 4.2.1.3 - Período de la Estabilidad Institucional 182 (1927- 1958) 4.2.1.4 - Período del Cambio (1959-1971) 183 4.2.1.5 - Período Politico-Técnico-Jurídico (después 183 de 1971) 4.2.2 - Escuelas de Referencia para la Educación de Alumnos 187 con Necesidades Educativas Visuales 4.3 - UNA EXPERIENCIA PERSONAL 192 4.4 - LA EDUCACIÓN MATEMÁTICA 194 4.5 - COMPETÉNCIAS VERSUS CAPACIDADES 197 EL CONTEXTO 201 5 - LA ASOCIACIÓN PROMOTORA DEL EMPLEO PARA 203 DISCAPACITADOS VISUALES (APEDV). DISEÑO EXPERIMENTAL 207 6 - METODOLOGÍA: ESTUDIO DE CASO. 209 6.1 - INTRODUCCION 209 6.2 - EL MÓDULO DE GEOMETRÍA 213 6.2.1 - La primera clase 213 6.2.2 - Los puntos y las rectas 220 6.2.3 - Los planos 224 6.2.4 - Los ángulos 231 6.2.5 - Sistema de rectas paralelas cortadas por una secante 244 6.2.6 - Polígonos 248 6.2.6.1 - Linea poligonal 248 6.2.6.2 - Definición de polígono 250 6.2.6.3 - Clasificación de los polígonos 252 6.2.6.4 - La noción de diagonal de un polígono 254 iv 6.2.7 - Triángulos 256 6.2.7.1 - Clasificación de los triángulos en cuanto a 256 los ángulos 6.2.7.2 - Clasificación de los triángulos en cuanto a 257 los lados 6.2.7.3 - Área de un triángulo 262 6.2.7.4 - Teorema de Pitágoras 266 6.2.7.5 - Sobre triángulos acutángulos y 272 obtusángulos 6.2.7.6 - Centro de gravedad de un triángulo 273 6.2.7.7 - Circuncentro 274 6.2.7.8 - Incentro 276 6.2.8 - Cuadriláteros 277 6.2.8.1 - Clasificación de cuadriláteros 277 6.2.8.2 - Los paralelogramos 279 6.2.8.3 - Los trapecios 282 6.2.8.4 - El paralelogramo de Varignon 283 6.2.8.5 - Suma de los ángulos internos 285 6.2.8.6 - Del triángulo al cuadrado 287 6.2.9 - Circunferencia versus círculo 293 6.2.10 - Momentos de evaluación 296 6.2.10.1 Conjunto de cuestiones 297 6.2.10.2 Clasificación de las respuestas 300 6.2.11 - Sólidos geométricos 302 6.2.11.1 - El cubo 302 6.2.11.2 - El prisma cuadrangular (regular recto) 306 6.2.11.3 - El paralelepípedo (rectangular) 308 6.2.11.4 - El prisma triangular (regular recto) 309 6.2.11.5 - La pirámide cuadrangular (regular recta) 314 6.2.11.6 - La pirámide triangular (regular recta) 319 6.2.11.7 - El cilindro (circular recto) 324 v 6.2.11.8 - El cono (circular recto) 327 6.2.11.9 - La esfera 331 6.2.12 - Trabajo práctico 332 6.2.12.1 - Propuesta de Trabajo 332 6.2.12.2 - Presupuesto para la piscina 338 6.2.12.3 - Presupuesto para la vivienda 341 7 - CONCLUSIONES. PROPUESTA DE CURRICULO 353 7.1 - CONCLUSIONES 353 7.1.1 - Conclusiones Específicas 353 7.1.2 - Conclusiones Generales 356 7.2 - PROPUESTA DE CURRICULO 357 7.2.1 - Introducción 357 7.2.2 - Justificaciones 358 7.2.3 - Objetivos Generales 360 7.2.4 - Bloque 1: Algunos Conceptos Fundamentales 361 7.2.4.1 - Contenidos del Bloque 1. 361 7.2.4.2 - Objetivos específicos del bloque 1 361 7.2.4.3 - Actividades prácticas relativas al bloque 1 362 7.2.5 - Bloque 2: Geometría 366 7.2.5.1 - Contenidos del Bloque 2 367 7.2.5.2 - Objetivos específicos del bloque 2 367 7.2.5.3 - Actividades prácticas relativas al bloque 2 368 7.2.6 - Bloque 3: Introducción a la Estadística y a la Teoría de 370 las Probabilidades 7.2.6.1 - Contenidos del Bloque 3 370 7.2.6.2 - Objetivos específicos del bloque 3 370 7.2.6.3 - Actividades prácticas relativas al bloque 3 372 7.2.7 - Metodología de trabajo 374 7.2.8 - Organización y tiempos necesarios para desarrollar el 379 programa. 7.2.9 - Recursos didácticos 380 vi 7.2.10 - Evaluación 383 7.2.10.1 - Indicadores de calidad para evaluación 384 relativos al Bloque 1, Algunos Conceptos Fundamentales 7.2.10.2 - Indicadores de calidad para evaluación 389 relativos al Bloque 2, Geometría 7.2.10.3 - Indicadores de calidad para evaluación 395 relativos al Módulo 3, Introducción a la Estadística y a la Teoría de las Probabilidades 7.2.11 - Orientaciones o recomendaciones 400 7.3 - LÍNEAS DE INVESTIGACIÓN 401 7.3.1 - Primera Línea de Investigación 401 7.3.2 - Segunda Línea de Investigación 401 8 - REFERENCIAS BIBLIOGRAFICAS 403 9 - ANEXOS 439 9.1 - ANEXO I: TABLA DE FIGURAS 441 9.2 - ANEXO II: DECLARACIÓN DE LA APEDV 443 9.3 - ANEXO III: THESIS SUMMARY 457 vii viii A mis nietos Leonor, Diogo, Joana, Miguel, Tomás y Pedro. ix x “La igualdad nace no porque somos todos iguales, sino porque usamos nuestras diferencias para suplir las necesidades unos de otros y para promover la armonía y la solidaridad” Augusto Cury xi xii Agradezco muy reconocidamente - al Profesor Doctor José María Ruiz Ruiz por aceptar con presteza el dirigir y orientarme en esta Tesis de Doctorado, a pesar de su intensa actividad profesional; y sobre todo por estar siempre disponible para apoyarme en cuanto precisé; - al Profesor Doctor Félix Sagredo Fernández, por su gran ayuda en los contactos con de la Facultad de Educación de la UCM y, también, por su gran disponibilidad para revisar la Tesis; - al Profesor Doctor Augusto Deodato Guerreiro por el apoyo, estímulo y esclarecimientos que me ha proporcionado; - al Profesor Doctor António da Silva Mendes por su gran disponibilidad para apoyarme en todo lo que solicité; - al Presidente de la Dirección de la APEDV, Profesor Aquilino Rodrigues, por haber acogido con gran receptividad mi propuesta de llevar a efecto la acción de formación referida en esta Tesis; por su prontitud en leer, de forma crítica, algunos capítulos de esta monografía y, también, como Administrador de la empresa ElectroSertec Lda., haberme facililtado un Multiplano; - a las Dras.
Load more

Recommended publications
  • Independent-Living-Mini-Catalogue
    Alternative Thinking INDEPENDENT LIVING DAILY LIVING AIDS MAGNIFIERS ALERT SYSTEMS ASSISTIVE DEVICES Page 24 Page 29 Page 4 Page 16 ...AND MUCH MORE AUDITORY AND HEARING IMPAIRMENT BLIND & VISUALLY IMPAIRED Tel: +27 (0) 86 111 3973 Email: [email protected] Web: www.editmicro.co.za DOCUMENT CAMERAS Solo 8 Ultra Ultra Plus 8 10 Solo 8 Plus Features Ultra 8 Features Ultra 10 Features The HoverCam Solo 8 is a new, The HoverCam Ultra 8 is the the first The HoverCam Ultra 10 takes the state-of-the-art document camera document camera with HDMI, VGA document camera experience to that will revolutionize learning in & SuperSpeed USB 3.0 outputs and a whole new level with a 7.1” HD your classroom. Record videos or includes an LCD monitor for preview MultiTouch screen. Pinch to Zoom, capture images straight to your and touchscreen control. Record Annotate, and Cast 4K video to any PC or Mac with the world’s first videos or capture images straight display. SuperSpeed USB3.0 Document to your PC or Mac with the world’s Camera. Use the HoverCam Solo first SuperSpeed USB3.0 Document Download your favorite apps and 8 to bring your classroom into the Camera. experience Augmented Reality and digital age! The HoverCam Solo Optical Character Recognition right 8 does everything except travel Specifications from the device. through time. • 8 megapixel camera Specifications • 60FPS FullMotion HD Specifications • HDMI VGA • Battery Powered • 8 megapixel camera • USB 3.0 SuperSpeed • 3 Wireless Casting Modes • 3x magnification with 8 million • 12x Optical Zoom Equivalent • 16 MP Camer Sensor uncompressed pixels • LCD Control Panel • 4K @ 30FPS Lesson Recording • 10x magnification mechanically • 4x ASR Zoom, 8x Interpolated • WiFi and Bluetooth Connectivity • 8x magnification digitally with Digital Zoom, 10x Mechanical • Powerful Android Operating System interpolation Zoom.
    [Show full text]
  • Louis Braille
    Louis Braille Louis Braille (/breɪl/ ( listen); French: [lwi bʁaj]; 4 January 1809 – 6 January 1852) was a French educator and inventor of a system of reading and writing for use by the blind or visually impaired. His system remains virtually unchanged to this day, and is known worldwide simply as braille. Louis Braille Bust of Louis Braille by Étienne Leroux at the Bibliothèque nationale de France Born 4 January 1809 Coupvray, France Died 6 January 1852 (aged 43) Paris, France Resting place Panthéon, Paris and Coupvray Occupation Educator • inventor Known for Braille Parent(s) Monique and Simon-René Braille Braille was blinded at the age of three in one eye as a result of an accident with a stitching awl in his father's harness making shop. Consequently, an infection set in and spread to both eyes, resulting in total blindness.[1] At that time there were not many resources in place for the blind but nevertheless, he excelled in his education and received a scholarship to France's Royal Institute for Blind Youth. While still a student there, he began developing a system of tactile code that could allow blind people to read and write quickly and efficiently. Inspired by the military cryptography of Charles Barbier, Braille constructed a new method built specifically for the needs of the blind. He presented his work to his peers for the first time in 1824. In adulthood, Louis Braille served as a professor at the Institute and had an avocation as a musician, but he largely spent the remainder of his life refining and extending his system.
    [Show full text]
  • TO IMPLEMENT UNIVERSAL DESIGN for LEARNING a Working Paper from the Global Reading Network for Enhancing Skills Acquisition for Students with Disabilities
    USING INFORMATION COMMUNICATIONS TECHNOLOGIES TO IMPLEMENT UNIVERSAL DESIGN FOR LEARNING A working paper from the Global Reading Network for enhancing skills acquisition for students with disabilities Authors David Banes, Access and Inclusion Services Anne Hayes, Inclusive Development Partners Christopher Kurz, Rochester Institute of Technology Raja Kushalnagar, Gallaudet University With support from Ann Turnbull, Jennifer Bowser Gerst, Josh Josa, Amy Pallangyo, and Rebecca Rhodes This paper was made possible by the support of the American people through the United States Agency for International Development (USAID). The paper was prepared for USAID’s Building Evidence and Supporting Innovation to Improve Primary Grade Reading Assistance for the Office of Education (E3/ED), University Research Co., LLC, Contract No. AID-OAA-M-14-00001, MOBIS#: GS-10F-0182T. August 2020 RIGHTS AND PERMISSIONS Unless otherwise noted, Using Information Communications Technologies to Implement Universal Design for Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). Under this license, users are free to share and adapt this material in any medium or format under the following conditions. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/. Attribution: You must give appropriate credit, provide a link to the licensed material, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. A suggested citation appears at the bottom of this page, and please also include this note: This document was developed by “Reading Within Reach,” through the support of the U.S.
    [Show full text]
  • Assistive Technology for Vision-Impairments: an Agenda for the ICTD Community
    WWW 2011 – Web for Emerging Regions Paper March 28–April 1, 2011, Hyderabad, India Assistive Technology for Vision-impairments: An Agenda for the ICTD Community Joyojeet Pal Manas Pradhan, Mihir Shah Rakesh Babu University of Michigan, Polytechnic Institute University of North Carolina, Ann Arbor of New York University Greensboro [email protected] [mpradh01, mshah05]@students.poly.edu [email protected] ABSTRACT most prevalent assistive technology is neither at a reasonable price In recent years, ICTD (Information Communications Technology point for widespread access outside of the industrialized world, and Development) has grown in significance as an area of nor are the functionalities with regard to issues such as engineering research that has focused on low-cost appropriate infrastructure or language aligned with the contextual needs of the technologies for the needs of a developing world largely developing world. underserved by the dominant modes of technology design. Research in ICTs and Development, though significantly invested Assistive Technologies (AT) used by people with disabilities in a range of issues relating to underserved populations in the facilitate greater equity in the social and economic public sphere. developing world such as low-cost computing for education, However, by and large such technologies are designed in the governance, data collection, and healthcare, has been surprisingly industrialized world, for people living in those countries. This is silent on issues of Assistive Technology and Accessibility. We especially true in the case of AT for people with vision can divide the scholarly work on disability in the developing impairments – market-prevalent technologies are both very world into two broad classifications.
    [Show full text]
  • Val Av Datoranpassningar För Elever Som Läser Och Skriver Punktskrift
    Att skriva utan att kunna se Val av datoranpassningar för elever som läser och skriver punktskrift Ann Ekelius Örnblom Specialpedagogiska institutionen Självständigt arbete 15 hp Specialpedagogik Magisterkurs med ämnesbredd, inriktning synpedagogik och synnedsättning, 75 hp Höstterminen 2008 Examinator: Örjan Bäckman Att skriva utan att kunna se Val av datoranpassningar för elever som läser och skriver punktskrift Ann Ekelius Örnblom Sammanfattning Ekelius Örnblom, A. (2008). Att skriva utan att kunna se. Val av datoranpassningar för elever som läser och skriver punktskrift. Självständigt arbete i Specialpedagogik inom Magisterkurs med ämnesbredd, inriktning synpedagogik och synnedsättning. Stockholms Universitet. Specialpedagogiska institutionen. Syftet med studien var att få en översikt över vilken datorutrustning elever som läser och skriver punktskrift har i förskoleklass, skolår 1, 5 och 6 höstterminen 2008. Syftet var också att se vilka som samverkar inför förskrivning av ny utrustning och vilka faktorer som påverkade valet. Studien bygger på telefonintervjuer med nio synpedagoger som har förskrivit utrustning till elever i förskoleklass och år 1 och nio pedagoger i skolan som arbetar med en elev med grav synskada som läser och skriver punktskrift i skolår 5 och 6. Det finns inte någon nationell standard på utrustning till elev med grav synskada för arbete med punktskrift vid datorn. Följden är att det finns många olika produkter hos eleverna. Flera som arbetar med eleverna, inom landsting, kommun och stat, hade uppskattat om det fanns en rekommendation på nybörjarutrustning. Vikten av samverkan i dessa diskussioner om utrustning och metodik blir tydlig och många anser att strukturen för hur samverkan fungerar är oerhört viktig för elevens skolgång. Samtliga respondenter tycker att man skall jobba med punktskriftstangentbord under tiden man lär sig läsa och skriva och samtliga elever i de yngre åldrarna har fått datoranpassning med punktskriftstangentbord.
    [Show full text]
  • |||GET||| Representing Emotions 1St Edition
    REPRESENTING EMOTIONS 1ST EDITION DOWNLOAD FREE Helen Hills | 9781351904162 | | | | | Children's Books That Teach Kids About Emotions Subject Representing Emotions 1st edition credit approval. Candlewick Press. Only Feelings ". Main article: Emoticons Unicode block. Accessible publishing Braille literacy RoboBraille. This alphabet book guides kids through 26 different emotions and encourages them to think about their own feelings. First editions from Sheed and Ward US have no additional printings listed on the Representing Emotions 1st edition page. Very minimal damage to the cover including scuff marks, but no holes or tears. The sound is intended to communicate an emotional subtext. The first-edition statement was occasionally left out in subsequent printings, but the presence of later-published titles within the book may help to identify it as a later edition. Each publisher has a different method of designating firsts and they change it regularly, too. InDespair, Inc. Opens image gallery Image not available Photos not available for this variation. This story of a girl experiencing intense feelings offers a road map for coping with anger. Korean style contains Korean jamo letters instead of other characters. InRussian entrepreneur Oleg Teterin claimed to have been granted the trademark on the ;- emoticon. First editions from Pantheon Books, untilhave no additional printings indicated on the copyright page. This is the latest accepted revisionreviewed on 18 October Standard works have no indication of printings within an edition: all printings of the first edition carry the same identification; only second printings with changed or added material are indicated. Binding has minimal wear. Keep scrolling for a selection of books that promote emotional intelligence.
    [Show full text]
  • Braille Connect the Dots
    Braille Connect the Dots B0050814 2 Contents 4 What is braille? 5 How braille began 6 The alphabet 8 Numbers 9 Capitals, punctuation and spacing 11 Common phrases 12 Contracted braille 13 Getting more technical 15 Writing braille 19 Using braille 23 Braille opens doors 24 W here do I go to learn more about braille? 25 Ho w can I get documents made into braille? 27 Important contacts and links 28 Summar y of alphabet and numbers 3 What is braille? Braille is the reading and writing system used by blind people all over the world. It is bumps or dots that blind people read with their fingers. As well as braille books, there are braille menus, recipes, board games and playing cards. You can even find braille on some packaging, ATM machines, lift buttons and other signs. In this booklet, we’re going to teach you some braille basics. There are activities and some great links so you can get more information. 4 How braille began Braille was invented by a French boy in 1824. His name was Louis Braille. Here’s some of his story. Louis Braille was born in 1809. He became blind due to an accident at the age of three, and later attended the first school for the blind in Paris from 1819. He was taught to read raised, enlarged print but found it very slow. Also, no one had yet found a way to enable blind people to write. Louis began to look for better ways of reading and writing for blind people.
    [Show full text]
  • Zero Project Almanac 2013–2016
    Zero Project Almanac 2013–2016 Supporting the implementation of the UN Convention on the Rights of Persons with Disabilities UN CRPD Ratifcation World Map Countries by year of ratifcation of the UN Convention on the Rights of Persons with Disabilties, 2007 to 2016 (total: 172 by end of 2016) Year of Ratifcation 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Countries that have NOT ratifed UN CRPD (another 12 countries, among them the United States and Ireland, have signed the UN CRPD but not ratifed it) “For all persons with disabilities and for all contributors to the Zero Project, worldwide” Zero Project Director and Zero Project Almanac coordinator: Michael Fembek Design: Christoph Almasy Articles about Innovative Practices and Policies: Zach Dorfman Article about the Essl Foundation: Saskia Wallner Graphic Facilitation: Petra Plicka Portrait Illustrations: Alexander Fuehrer Easy Language Text: Atempo GmbH Editing: John Tessitore Photos of Zero Project Conferences: Frank Garzarolli, Pepo Schuster; Austrian Conferences: Fotos provided by regional Conference partner Photos of all organizations mentioned have been provided by these organizations ISBN 978-3-9504208-2-1 © Essl Foundation, January 2017. All rights reserved. First published 2017. Printed in Austria. Disclaimers The views expressed in this publication do not necessarily refect the views of the Essl Foundation or the Zero Project. The designations employed and the presentation of the material do not imply the expression of any opinion whatsoever on the part of the Essl Foundation concerning the legal status of any country, territory, city, or area, or of its authorities, or concerning the delineation of its frontiers or boundaries.
    [Show full text]
  • The Educator-2005 January-ICT
    1 CONTENTS Editor Steve McCall Letter from the President 2 University of Birmingham Letter from the Editor 3 School of Education ICEVI - Fact Sheet 4 Edgbaston, Birmingham TSUNAMI UPDATE : Impact on services to persons with visual impairment 5 UNITED KINGDOM The Drs. Richard Charles and Esther Yewpick Lee Charitable [email protected] Foundation Grant - an update on developments 6 ICEVI Collaboration with the World Blind Union 8 Regional Up-dates 9 Congratulations Dr. William Rowland, the new President of WBU 12 Editorial Committee Congratulations Susan 12 Steve McCall Susan Spungin World Bank Initiative 12 Larry Campbell Message from the President - World Blind Union 13 M.N.G. Mani IAPB General Assembly Update 14 The ON-NET Mystery 15 ICEVI 12th World Conference - Update 16 Publications Committee - Registration - General Details 17 Steve McCall - Frequently Asked Questions (FAQs) 18 Susan Spungin A thought sheet on Information Technology Education William G. Brohier for Persons with Visual Impairment 20 Jill Keeffe Inviting Organisations to join ICEVI for EFA Campaign 22 Peter Rodney-Jensen ICEVIs Network in North Africa Region 23 Tula Baxter Technology for All : Assistive Technology in the Classroom 24 - Bernadette M. Kappen M.N.G. Mani The Ball is in our Court- the ICT Accessibility Game 28 - Dipendra Manocha Education For All INGOs joint initiative 29 Typesetting and Printing ON-NET/ICEVI Mathematics Project: Progressing Steadily 30 ICEVI Secretariat UN Standard Rule on Accessibility 31 IHRDC Campus ICEVI Research into Education of Visually Impaired Children Ramakrishna Mission in Uganda 32 Vidyalaya Opening the Library Door through Digital Technology - Coimbatore - 641 020 the Hong Kong Society for the Blind 33 Tamil Nadu - Fred Leung INDIA In Papua New Guinea: High tech training for the Highlands 34 - Mrs.
    [Show full text]
  • OSINT Handbook September 2020
    OPEN SOURCE INTELLIGENCE TOOLS AND RESOURCES HANDBOOK 2020 OPEN SOURCE INTELLIGENCE TOOLS AND RESOURCES HANDBOOK 2020 Aleksandra Bielska Noa Rebecca Kurz, Yves Baumgartner, Vytenis Benetis 2 Foreword I am delighted to share with you the 2020 edition of the OSINT Tools and Resources Handbook. Once again, the Handbook has been revised and updated to reflect the evolution of this discipline, and the many strategic, operational and technical challenges OSINT practitioners have to grapple with. Given the speed of change on the web, some might question the wisdom of pulling together such a resource. What’s wrong with the Top 10 tools, or the Top 100? There are only so many resources one can bookmark after all. Such arguments are not without merit. My fear, however, is that they are also shortsighted. I offer four reasons why. To begin, a shortlist betrays the widening spectrum of OSINT practice. Whereas OSINT was once the preserve of analysts working in national security, it now embraces a growing class of professionals in fields as diverse as journalism, cybersecurity, investment research, crisis management and human rights. A limited toolkit can never satisfy all of these constituencies. Second, a good OSINT practitioner is someone who is comfortable working with different tools, sources and collection strategies. The temptation toward narrow specialisation in OSINT is one that has to be resisted. Why? Because no research task is ever as tidy as the customer’s requirements are likely to suggest. Third, is the inevitable realisation that good tool awareness is equivalent to good source awareness. Indeed, the right tool can determine whether you harvest the right information.
    [Show full text]
  • I PRACTICES and PREFERENCES AMONG STUDENTS WHO READ
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by D-Scholarship@Pitt PRACTICES AND PREFERENCES AMONG STUDENTS WHO READ BRAILLE AND USE ASSISTIVE TECHNOLOGY by Frances Mary D'Andrea Bachelor of Science, George Peabody College for Teachers, 1982 Master of Education, Georgia State University, 1996 Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh i 2010 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Frances Mary D'Andrea It was defended on June 15, 2010 and approved by Amanda J. Godley, PhD, Associate Professor, Department of Instruction and Learning, University of Pittsburgh M. Cay Holbrook, PhD, Associate Professor, Educational & Counseling Psychology & Special Education, University of British Columbia Linda Kucan, PhD, Assistant Professor Department of Instruction and Learning, University of Pittsburgh Christopher Lemons, PhD, Assistant Professor Department of Instruction and Learning, University of Pittsburgh Dissertation Advisor: George J. Zimmerman, PhD, Associate Professor Department of Instruction and Learning, University of Pittsburgh ii Copyright © by Frances Mary D'Andrea 2010 iii PREFERENCES AND PRACTICES AMONG STUDENTS WHO READ BRAILLE AND USE ASSISTIVE TECHNOLOGY Frances Mary D'Andrea, PhD University of Pittsburgh, 2010 An increased emphasis on the use of technology and the focus on “multiliteracies” in the classroom has great implications for both teachers and students regarding the expectation that all students will become skilled and critical users of computers and other technology for literacy-related tasks. Students who are braille readers use assistive technology not only to engage in literacy tasks (such as creating print documents) but also to access the general curriculum.
    [Show full text]
  • The Braille Code: Past - Present - Future
    TThhee EEdduuccaattoorr VOLUME XXI, ISSUE 2 January 2009 THE BRAILLE CODE: PAST - PRESENT - FUTURE A Publication of The International Council for Education of ICEVI People with Visual Impairment PRINCIPAL OFFICERS FOUNDING NON-GOVERNMENTAL PRINCIPAL OFFICERS ORGANISATIONS DEVELOPMENT PRESIDENT SECOND VICE PRESIDENT American Foundation ORGANISATIONS Lawrence F. Campbell Harry Svensson for the Blind Asian Foundation for the Overbrook School for the Blind National Agency for Special Carl R. Augusto Prevention of Blindness 6333 Malvern Avenue Needs Education and Philadelphia, PA 19151-2597 Schools 11 Penn Plaza, Suite 300 Grace Chan, JP USA Box 12161, SE- 102 26 New York, NY 10001 c/o The Hong Kong Society [email protected] Stockholm, SWEDEN USA for the Blind [email protected] [email protected] 248 Nam Cheong Street FIRST VICE PRESIDENT Perkins School for the Blind Shamshuipo, Kowloon Jill Keeffe TREASURER HONG KONG Steven M. Rothstein Centre for Eye Research Australia Nandini Rawal [email protected] 175 North Beacon Street University of Melbourne Blind People’s Association Watertown, MA 02472 CBM Jagdish Patel Chowk Department of Ophthalmology USA Locked Bag 8 Surdas Marg, Vastrapur Allen Foster [email protected] East Melbourne 8002 Ahmedabad 380 015 Nibelungenstrasse 124 AUSTRALIA INDIA Royal National Institute 64625 Bensheim [email protected] [email protected] of the Blind GERMANY [email protected] SECRETARY GENERAL Colin Low Mani, M.N.G. 105 Judd Street Norwegian Association of the London WC1H 9NE No.3, Professors’ Colony, Palamalai Road Blind and Partially Sighted UNITED KINGDOM (NABPS) SRK Vidyalaya Post, Coimbatore 641 020, Tamil Nadu, INDIA [email protected] [email protected] Arnt Holte INTERNATIONAL P.O.
    [Show full text]