Равнище на представите за пространство и за собственото тяло у зрително затруднени ученици в начална училищна възраст : Автореферат /
The main goal of the research was to establish the level of the spatial and body concepts in visually impaired students of primary school age (6-12 years). For this purpose, a sample of 154 visually impaired students (blind and with low vision) was gathered, who were enrolled in the two special scho...
| Основен автор: | Цветкова-Арсова, Мира Димитрова 1967- |
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| Други автори: | Cvetkova-Arsova, Mira Dimitrova 1967- |
| Формат: | Книга |
| Език: | Bulgarian |
| Публикувано: |
София,
2014.
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| Предмети: | |
| Онлайн достъп: |
Пълен текст |
| Резюме: |
The main goal of the research was to establish the level of the spatial and body concepts in visually impaired students of primary school age (6-12 years). For this purpose, a sample of 154 visually impaired students (blind and with low vision) was gathered, who were enrolled in the two special schools for visually impaired children in Bulgaria (in Sofia and in Varna), and also integrated into mainstream schools. The surveyed students presented the general population. The study was conducted during 5 school years - from 2007 to 2012. The test of Hill (1981) for performance of selected positional concepts was used, consisting of 72 tasks / items divided into 4 parts / subscales. Participants in the study were also 55 teachers - five instructors in orientation and mobility of the two special schools for visually impaired children in Bulgaria (general population) and 50 resource teachers supporting the education of the integrated visually impaired students (a representative sample). They were asked to complete a questionnaire developed by the author, consisting of 20 questions. The results were statistically analyzed by the use of SPSS 20.0 and Excel. a of Chronbach showed that the test of Hill (1981), which was used for the first time in Bulgaria, had a high degree of reliability and internal consistency. For this reason it was recommended the test to be used regularly for evaluation of spatial and body concepts in visually impaired students. The results showed also that visually impaired students both from special and general schools, had the same level of achievements with the Hill test. Similar achievements with the test demonstrated the blind and low vision students, and a statistically significant difference was demonstrated only in part 3. Visually impaired boys and girls had a similar level of spatial and body concepts. Students from preparatory, first and second school grade did not demonstrate lower achievements compared to students from third and fourth grade. The significance of the concepts of space and own body was recognized by both instructors in orientation and mobility, and resource teachers. The two groups of teachers believed that these concepts contributed to the development of autonomy and independence. Instructors in orientation and mobility had and worked following a curriculum for the development of the spatial and body concepts, while the majority of resource teachers did not have a particular program. Instructors worked more often on building concepts of space and own body compared to resource teachers. It is worrying that many resource teachers did not have a specialized training and qualifications to work in orientation and mobility, although many of them have attended short seminars. Both groups of teachers believed that the development of spatial and body concepts should be a shared responsibility of other specialists (eg. regular teachers) and parents. Among the other recommendations, a conclusion is made that it would be particularly useful for integrated visually impaired students to attend special schools annually according to a schedule approved by the Ministry of Education in order to receive additional support in specific areas, including the development of the concepts of space and own body. |
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| Описание на библ. документ: |
Кор. опис. |
| Физически характеристики: |
74 с. : с ил. ; 21 см. |