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.

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 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.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

Assessing Visual Acuity of Visually Impaired Children Using the Teller Acuity Card Procedure

1992 ◽  
Vol 42 (1) ◽  
pp. 149-154 ◽  
Author(s):  
Laura Trueb ◽  
Janice Evans ◽  
Annette Hammel ◽  
Patricia Bartholomew ◽  
Velma Dobson
Keyword(s):  
Visual Acuity ◽  
Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children

The Effects on Visually Impaired Children of Viewing Fluorescent Stimuli under Black-Light Conditions

1998 ◽  
Vol 92 (5) ◽  
pp. 313-321 ◽  
Author(s):  
S.J. LaGrow ◽  
J-P Leung ◽  
S. Leung ◽  
P. Yeung
Keyword(s):  
Visual Acuity ◽  
White Light ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Performance ◽  
Light Conditions ◽  
Black Light ◽  
High Acuity ◽  
Impaired Children ◽  
Visually Impaired Children

In this study, 30 children with low vision (divided into a high and a low visual acuity group) were presented with stimuli under four conditions (white stimuli-white light, orange stimuli-white light, white stimuli-black light, and orange stimuli-black light) and were asked to rank their preferences for the four conditions. The goal was to determine the effects of the various combinations of stimuli and lighting on the children's visual performance. The orange stimuli viewed under black light resulted in the best performance overall, benefited the low-acuity group more than the high-acuity group, and was the most-preferred condition for both groups.

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.

Development of Lighting Standards for the Visually Impaired

1980 ◽  
Vol 74 (7) ◽  
pp. 249-253 ◽  
Author(s):  
Lester H. Lehon
Keyword(s):  
Visual Acuity ◽  
Visually Impaired ◽  
Visual Impairments ◽  
History Of ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Different Levels

This article reviews the history of the development of lighting standards for the visually impaired. All available literature on how different levels of illumination affect visual acuity and visibility among persons with visual impairments is reviewed. And the implications of this research for meeting the needs of visually impaired children in the classroom are discussed.

Sign in / Sign up

Export Citation Format

Share Document