Using natural language processing to assist the visually handicapped in writing compositions

Over the last decades, the visually handicapped have consistently progressed in their efforts towards inclusion in the mainstream. Integration in education and professional life in particular has become possible due to computers without which it would not have been possible to the same degree. In the wake of this integration, more and more blind students are attempting CEGEP and University studies. This situation has created new problems and new needs. One of them is the need to study text and electronic documents in depth and in a reasonable time. Blind students cannot flip through the pages of a book, skim through the text or use a highlighter. Natural Language Processing (NLP) is about understanding and processing language as used by humans and includes a subdomain called Information Retrieval. In this thesis, we will describe this problem in detail and review how it has been addressed so far in the industry. We will then propose a solution in the form of an experimental prototype and show how some existing NLP techniques can profitably assist blind students in meeting their academic objectives. This thesis is a technology application and engineering of a practically usable software produc

Microcomputer word processor versus handwriting : a comparative study of writing samples produced by mildly mentally handicapped students

Differences between letters of adolescent mildly mentally handicapped (MMH) students written by hand and those composed on a microcomputer using a word processor were examined in terms of amount of time a subject spent completing a letter, the length of a completed letter, the number of words written per unit of time needed to complete a letter, the number of revisions made while composing a letter, and the judged quality of a completed letter. It was hypothesized that MMH students would spend more time completing letters, would produce longer and better-quality letters, and would make more revisions when writing letters on a microcomputer than when completing handwritten letters. Four adolescent MMH students, who had completed a one-semester typing course and had at least one year of experience using a microcomputer, were studied separately in a single-subject, repeated-measures, counter-balanced (i.e., crossover) design. Each subject completed a total of 24 letters; 12 handwritten and 12 composed using a microcomputer

Visual Literacy in Computer Culture: Reading, Writing, and Drawing Logo Turtle Graphics

This study seeks to explore relationships between Logo turtle graphics and visual literacy by addressing two related questions: (a) can traditional visual literacy concepts, as found in the published literature, be synthesized in terms of Logo turtle graphics, and (b) do the literature and "hands-on" experience with turtle graphics indicate that visual competencies are pertinent to graphics-based electronic communications in computer culture? The findings of this research illustrate that Logo turtle graphics is a self-contained model to teach visual literacy skills pertinent to computer culture. This model is drawn from synthesizing published literature and the classroom experience of Logo learners, which is demonstrated through their visual solutions to Logo assignments. A visual analysis and interpretation of the subjects' work concludes that the principles and competencies associated with traditional visual literacy skills manifest during the Logo turtle graphics experience. The subjects of this study demonstrate that visual literacy pertinent to computer culture includes reading, writing, and drawing alphanumerics and pictographic information with linguistic equivalence. The logic for this symbolic metaphor is body-syntonic spatial experience explained in geometric terms. The Logo learner employs computational models for visual ideas and visual-verbal symbols for spatial ideas in the course of doing turtle graphics

Music development and hearing impairment : a case study of Evelyn Glennie

Bibliography: leaves 70-76.The purpose of this research is twofold: firstly, it examines the extrinsic and intrinsic factors that contributed to the successful career of the profoundly hearing impaired internationally acclaimed solo percussionist Evelyn Glennie. Secondly, this investigation aims to create an awareness amongst South African music educators about the musical potential of the hearing impaired. The qualitative research design included (a) structured and unstructured interviews with Evelyn Glennie, Lucinda Rutter, an educator of the hearing impaired, Ronel Davids, a social worker for the hearing impaired and official sign language interpreter in Parliament, Arman Kleinschmidt, who is the director of DEAFSA (Deaf Federation of South Africa), (b) a study of audiovisual material of Evelyn Glennie (concerts, recordings and a documentary of Evelyn Glennie) and (c) a study of relevant literature. The investigation consists of three main parts. In the first part an in-depth theoretical study is conducted on hearing and listening, exploring aspects such as the hearing anatomical system and its functions, failings of the system as well as musical hearing and cognitive-based musical listening. The second part deals with the case study on Evelyn Glennie and includes a structured electronic interview. The third part involves an examination of the socio-cultural aspect of hearing impairment with reference to the Cape Town hearing impaired community. Interviews were conducted with social workers and ducators working with the hearing impaired community

Teaching Strategies for Students with Exceptionalities in the Secondary Art Classroom with a Focus on Students with Autism, Down Syndrome, and Visual Impairment

The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color

Negotiating Contract Language on Health & Safety: A Union Guide to Planning, with Sample Clauses

[Excerpt] Rather than representing the final word on the subject, we hope this manual will represent the first step in an evolutionary process of increasingly effective and comprehensive health and safety contract language guidance. This can only succeed if labor leaders communicate with us concerning critical failures and successes in utilizing or obtaining contract language related to the work environment. We look forward to hearing about your experiences

Spartan Daily, March 27, 1985

Volume 84, Issue 41https://scholarworks.sjsu.edu/spartandaily/7294/thumbnail.jp