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| Main Authors: | , , |
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| Format: | Recurso digital |
| Sprog: | Angelsaksisk |
| Udgivet: |
Zenodo
2025
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| Fag: | |
| Online adgang: | https://doi.org/10.5281/zenodo.15181794 |
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Indholdsfortegnelse:
- <p>This study aims to analyze the impact of the degree of visual impairment on the numeracy literacy skills of students at the Indonesian Foundation for the Visually Impaired (YAPTI). A quantitative research approach with a descriptive-comparative design was employed. Data were collected through numeracy literacy tests, observations, and interviews with both students and teachers. The findings indicate significant differences in numeracy literacy skills between students with low vision and those with total blindness. Students with low vision scored higher in fundamental concept comprehension, problem-solving, and mathematical patterns and relationships compared to totally blind students. These differences are influenced by access to visual information, teaching methods, and the availability of assistive tools. Totally blind students rely more on Braille- and tactile-based methods, which require additional time to comprehend numeracy concepts. To bridge this gap, the development of multisensory learning media, increased availability of assistive tools, teacher training, and the integration of AI- and audio-based technology in learning are essential. With appropriate interventions, numeracy literacy among visually impaired students can be enhanced, promoting more inclusive and high-quality education.</p>