Blind and Sighted Children's Spatial Knowledge of Their Home Environments

1996 ◽  
Vol 19 (4) ◽  
pp. 797-816 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Home Environment ◽  
Visually Impaired ◽  
Spatial Knowledge ◽  
School Age Children ◽  
School Age ◽  
Home Environments ◽  
Visual Ability ◽  
Spatial Understanding ◽  
Straight Line ◽  
Blind Children

The development of spatial knowledge of the home environment was longitudinally studied in three groups of school-age children who varied in their visual ability: totally blind, visually impaired, and normally sighted. The children were asked to judge which of three locations in their homes was the closest to a designated position: (1) judging by the routes necessary to get to the locations; and (2) judging by straight-line distances to the locations. Locations were either on the same floor as the designed position, on a different floor, or in the yard. Totally blind children were delayed in mastery of the tasks compared to the other children, particularly in judging straight-line distances between familiar locations. Their mistakes suggest that their spatial understanding of their home environments is based on their knowledge of routes between places rather than on their knowledge of the overall layout of the familiar space.

Dimensions of Behavior and Home Environment in School-Age Children

1991 ◽  
Vol 22 (4) ◽  
pp. 491-508 ◽  
Author(s):  
Aureen Pinto ◽  
Eric Folkers ◽  
Jacob O. Sines
Keyword(s):  
Home Environment ◽  
School Age Children ◽  
School Age

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.

scholarly journals Pre-School Age Visually Impaired Children's Motives for Learning

2015 ◽  
Vol 2 ◽  
pp. 284
Author(s):  
Vytautas Gudonis
Keyword(s):  
Theoretical Analysis ◽  
Longitudinal Data ◽  
Visually Impaired ◽  
School Attendance ◽  
School Age Children ◽  
School Age ◽  
Positive Experience ◽  
Research Results

<em>The article presents longitudinal data of the survey of 212 Šiauliai Petras Avižonis Visual Centre’s 6–7-year-old pre-school children’s motives to attend school. A brief theoretical analysis of significance of motives for learning in child’s development is displayed. Analysing research results, a positive experience on development of positive motives for school attendance in pre-school age children attending Šiauliai Petras Avižonis Visual Centre is rendered in a generalising way. </em>

The Home Environments of Young Blind Children

1994 ◽  
Vol 88 (1) ◽  
pp. 31-42 ◽  
Author(s):  
J. Dote-Kwan ◽  
M. Hughes
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Home Environment ◽  
Positive Relationship ◽  
Visual Impairments ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Home Environments ◽  
Blind Children ◽  
Children With Visual Impairments

The aim of this study was to identify specific aspects of the home environment related to the development of young children with visual impairments. The subjects of the study were 18 mothers and their legally blind children, aged 20–36 months, with no other handicapping conditions. The overall home environments were found to be consistently favorable, despite the differences in the parents’ socioeconomic status. However, they were not significantly related to any developmental scores except for the positive relationship between the emotional and verbal responsiveness of some mothers and the expressive pragmatic language abilities of their children.

Use of Virtual Environments to Investigate Development of Spatial Behavior and Spatial Knowledge of School-Age Children

2007 ◽  
Vol 100 (2) ◽  
pp. 675-690 ◽  
Author(s):  
Petra Jansen-Osmann
Keyword(s):  
Spatial Cognition ◽  
Virtual Environments ◽  
Spatial Knowledge ◽  
Spatial Behavior ◽  
Spatial Context ◽  
School Age Children ◽  
School Age ◽  
Empirical Knowledge ◽  
Environmental Features ◽  
Theoretical Insight

This review aims to show the potential of using virtual environments in developmental spatial cognition research to advance empirical knowledge and theoretical insight. The facility for easy and economic variations of environmental features, the active, self-determined exploration, and the reliable registration of the navigation behavior using virtual environments allow investigating the development of spatial behavior and spatial knowledge in more detail. As a consequence, a dissociation between spatial behavior and spatial knowledge was observed, leading to the conclusion that spatial context has to be integrated further in any theoretical model regarding development of spatial cognition.

Motor development in school-age children is associated with the home environment including socioeconomic status

2018 ◽  
Vol 44 (6) ◽  
pp. 801-806 ◽  
Author(s):  
Luciana Ferreira ◽  
Ignacio Godinez ◽  
Carl Gabbard ◽  
José Luiz Lopes Vieira ◽  
Priscila Caçola
Keyword(s):  
Socioeconomic Status ◽  
Home Environment ◽  
Motor Development ◽  
School Age Children ◽  
School Age

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.

Spatial Mapping of Familiar Locations in Blind Children

1991 ◽  
Vol 85 (3) ◽  
pp. 113-117 ◽  
Author(s):  
A. Bigelow
Keyword(s):  
Visually Impaired ◽  
Spatial Knowledge ◽  
Spatial Mapping ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

This article reports on a 15-month study of the spatial mapping skills of totally blind, visually impaired, and normally sighted children. The children were asked to point to familiar locations in four areas (conditions) in and around their homes. The blind children never mastered all the conditions; the visually impaired children mastered them, but one of them did so over a year after the sighted children did so; and the sighted children easily mastered all the conditions. The results suggest that blindness interferes with the development of spatial knowledge in which Euclidean directions between locations are known.

scholarly journals The Creation of Particular Learning Methods for Blind Children

2018 ◽  
Vol 7 (2) ◽  
pp. 62-65
Author(s):  
Krishnendu Roy
Keyword(s):  
Visually Impaired ◽  
Spatial Knowledge ◽  
Educational Success ◽  
Learning Techniques ◽  
Blind Children ◽  
Education In India ◽  
Physically Disabled Children ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of the research is to provide a disseminate view on the methods for learning for visually impaired children. The economic factors along with psycho-social aspects have impacted blind education in India. Due to the lesser number of population, not impacting much on the productivity of the state, visually impaired children suffer the consequence of social and political ignorance leading to incomplete education and illiteracy. The current research is based on thematic analysis of the information gathered from literature review. As per the research it can be concluded that the role of family, specialized teachers and schools for special education in educating blind children is crucial for their academic achievement, building good grades which would further contribute to their employment. With several innovations on learning techniques, Braille method has always been the oldest and common used. Apart from Braille the use of virtual reality method for spatial knowledge have been quite frequently used to teach blind children. It can be recommended that in order to fit into the cut-throat competition of achieving educational success for future progression, it is equally important to educate physically disabled children by making them specially-abled through several learning techniques utilizing other skills apart from visualization.

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