scholarly journals School maturity of pre-school age visually impaired children

2015 ◽  
Vol 3 ◽  
pp. 33
Author(s):  
Vytautas Gudonis
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
School Education ◽  
School Age ◽  
Visual Motor Coordination ◽  
Number Of Children ◽  
Hyperactive Children ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

scholarly journals Balance and motor coordination are not fully developed in 7 years old blind children

2004 ◽  
Vol 62 (3a) ◽  
pp. 654-657 ◽  
Author(s):  
Andréa Sanchez Navarro ◽  
Marcia Maiumi Fukujima ◽  
Sissy Veloso Fontes ◽  
Sandro Luiz de Andrade Matas ◽  
Gilmar Fernandes do Prado
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
Psychomotor Development ◽  
Control Group ◽  
Age And Gender ◽  
Blind Children ◽  
Spatial Parameters ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

scholarly journals Педагогические условия формирования основ безопасного поведения детей старшего дошкольного возраста

2021 ◽  
Vol 62 (1) ◽  
pp. 15-28
Author(s):  
А. А. Листопад
Keyword(s):  
Visually Impaired ◽  
School Age ◽  
Topical Issue ◽  
Safety Behavior ◽  
Safe Behavior ◽  
Educational Guidance ◽  
Impaired Children ◽  
Type Of Behavior ◽  
Visually Impaired Children

The article highlights the relevance and necessity of educating the children of older pre-school age in the principles of safe behavior. The features of laying the foundations for safe behavior of children of older pre-school age have been analyzed. The pedagogical conditions for laying the foundations for safe behavior among children of older pre-school age have been defined and substantiated. The characteristics of a preschool student with experience of safe behavior are presented. The article considers a topical issue of pedagogic that is the formation of the personality with a safe type of behavior. The article establishes the necessity of a purposeful educational guidance to form a basis for safety behavior in visually impaired children.

Preschool Visually Impaired Children: A Demographic Study

1991 ◽  
Vol 85 (2) ◽  
pp. 69-74 ◽  
Author(s):  
V.E. Bishop
Keyword(s):  
Young Children ◽  
Visually Impaired ◽  
Demographic Factors ◽  
Handicapped Children ◽  
Number Of Children ◽  
Demographic Study ◽  
Intervention Services ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Infants And Young Children

Intervention services for preschool visually impaired children are known to be critical, but identification and referral must occur before services can be provided. With the passage of P.L. 99-457, services are now mandatory for handicapped children from birth. This study examined a number of demographic factors related to the population of handicapped preschoolers who are visually impaired. Among the data collected were the number of children, their visual diagnoses, the source of referral, the types of services provided, the certification of teachers, and how P.L. 99-457 is perceived to be related to visually impaired infants and young children.

Features of diagnostic and correctional and developmental work of preschoolers with visual impairments

2020 ◽  
Vol 60 (11) ◽  
pp. 8-11
Author(s):  
Tamilla Huseyn Agayeva ◽  
Keyword(s):  
Visually Impaired ◽  
Mental Development ◽  
Preschool Age ◽  
Early Age ◽  
School Age ◽  
Methods And Techniques ◽  
Main Period ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children

Summary It is known that early age is the main period of a child's physical, mental and personal develop ment. The most important issue in the organization of correctional and developmental work during this period is taking into account the peculiarities of mental development at an early age in children with visual pathology. Thus, this information ensures the use of adequate methods and techniques in the pedagogical process. In this regard, early diagnosis of the mental develop ment of a child with visual pathology at this age is of particular importance. Various methods are used to diagnose the mental development of visually impaired children of preschool and primary school age. Key words: preschool age, visual impairment, correction, compensation, diagnostics, correctional and developmental

Peculiarities of Organization of Teaching Process of Visually Impaired Children

2018 ◽  
Vol 6 (2) ◽  
pp. 14-17
Author(s):  
А. Попова ◽  
A. Popova
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Compensatory Education ◽  
School Age ◽  
Educational Organization ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article considers the problem of compensatory education for children with disabilities in conditions of inclusive education. Based on the experience of the work of the educational organization, the features of organization of the process of teaching visually impaired children of preschool and primary school age are revealed. Attention is focused on ensuring continuity between preschool and primary education of children with visual impairments.

Visually Impaired Infants Research Consortium (Viirc): First-Year Results

1990 ◽  
Vol 84 (8) ◽  
pp. 404-410 ◽  
Author(s):  
K.A. Ferrell ◽  
E. Trief ◽  
S.J. Dietz ◽  
M.A. Bonner ◽  
D. Cruz ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Pilot Study ◽  
Visually Impaired ◽  
First Year ◽  
Motor Activities ◽  
Visual Motor ◽  
Research Consortium ◽  
Impaired Children ◽  
Visually Impaired Children

This article reports on a pilot study, conducted by the Visually Impaired Infants Research Consortium, of 21 developmental milestones achieved by 82 visually impaired children in New York City. Some delays in visual-motor activities were found, as well as differences in the sequence of acquiring skills. The subgroup of visually impaired children with multiple handicaps acquired milestones at a slower rate than did the subgroup of visually impaired children with no additional handicapping conditions.

When May a Child who is Visually Impaired Recognize a Face?

1996 ◽  
Vol 90 (4) ◽  
pp. 325-332
Author(s):  
R. Markham ◽  
S. Wyver
Keyword(s):  
Visual Acuity ◽  
Visually Impaired ◽  
School Age Children ◽  
School Age ◽  
Qualitative And Quantitative ◽  
The Face ◽  
Impaired Children ◽  
Visually Impaired Children

The ability of school-age children who were visually impaired and their sighted peers to recognize faces was compared over seven tasks that were designed to detect both qualitative and quantitative differences between the two groups in this regard. Although no differences were found in the two groups’ ability to identify entire faces, the visually impaired children were at a disadvantage when part of the face, especially the eyes, was not visible. In addition, whereas children with better visual acuity seem to discriminate faces on the basis of internal features, children with worse visual acuity seem to be dependent on hair and the contour of faces.

Bayley Mental Scale of Infant Development and Visually Impaired Children

1990 ◽  
Vol 84 (8) ◽  
pp. 400-404 ◽  
Author(s):  
L.E. Leguire ◽  
R.R. Fellows ◽  
G. Bier
Keyword(s):  
Motor Function ◽  
Visually Impaired ◽  
Infant Development ◽  
Assessment Tool ◽  
Ophthalmological Examination ◽  
Infants And Toddlers ◽  
Visual Evoked Response ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

Twenty infants and toddlers were determined to be visually impaired based on an ophthalmological examination and electrophysiological testing (Visual Evoked Response). To assess changes in visual-motor function with age, the 20 visually impaired infants and toddlers were followed, longitudinally, with the Bayley Mental Scale of Infant Development (BMSID). Based on the longitudinal BMSID data the study revealed the infants and toddlers obtained a range of scores. The results of the BMSID are discussed within the context of its role as a comprehensive assessment tool that charts changes in the visual-motor function of visually impaired children.

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