Confrontation Testing Echoidentification: Principle Perceptual Space for Novice Echoidentifiers

Autor/inn/en	Anderson, Dawn L.; Baguhn, Sarahelizabeth J.
Titel	Confrontation Testing Echoidentification: Principle Perceptual Space for Novice Echoidentifiers
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 2, S.294-299 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Dawn L.) ORCID (Baguhn, Sarahelizabeth J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221089970
Schlagwörter	Visual Impairments; Visually Impaired Mobility; Navigation; Auditory Discrimination; Acoustics; Identification; Novices; College Students; Travel Training; Michigan + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Akustik; Identifikation; Identifizierung; Collegestudent
Abstract	People with visual impairments use a wide variety of sensory information to understand the world around them. Many persons who are visually impaired (i.e., those who are blind or have low vision) use some form of echolocation to monitor the space around them. This process of identifying the properties of an object may be referred to as echoidentification. Feedback from presentations that have been given by the authors on the use of echoidentification has indicated professionals were seeking additional guidance on effective ways to teach these skills and how to begin echoidentification instruction. This research aims to identify the perceptual zone of novice echoidentifiers. This study's findings will inform orientation and mobility (O&M) specialists about where to present objects during early instruction to provide students and clients the best opportunities to successfully perceive the presence or absence of objects using their emerging echoidentification skills. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01