Приказ основних података о документу

dc.contributorNikolić Snežana
dc.contributorNikić Radmila
dc.contributorIlanković Vera
dc.creatorMijatović, Svetlana
dc.creatorRadovanović, Vesna
dc.date.accessioned2021-06-17T13:18:02Z
dc.date.available2021-06-17T13:18:02Z
dc.date.issued2016
dc.identifier.isbn978-86-6203-086-3
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/2428
dc.description.abstractVisual-motor integration can be seen as ability to understand visual information, with purpose for that information to be used for tasks like drawing, writing, sports, using tools and accessories and other school activities. Connection between school success and visual-motor ability to integrate is set as our research goal. The study sample consisted 30 deaf and hard to hear children, age between 8 and 16 years. We used Beery-Buktenica test of visual-motor integration, and the results are shown in raw scores. Students from 5th to 8th grade had higher score, 17,25 unlike younger students, whose average was 13,90, and the difference is not statistically significant (t=1,454; p=0,157). Students with medium hard hearing loss scored the most points at the test AS=20,75, less points were achieved by students with total deafness AS=20,00, next students with mild hearing loss AS=16,00 and students with severe hearing loss AS=13,80. ANOVA testing showed no statistically important differences in achievements based according to the hearing loss (F=1,769; p=0,167). The difference between students with cochlear implant (AS=19,44) and the students who wear hearing aid (AS=14,71) is statistically important (t=2,066; p=0,048). The results of ANOVA test showed that there is no connection between success on visual-motor integration and success in the area of mathematics (F=1,952; p=0,163) and native language (F=1,952; p=0,163), as for art and P.E. we have found (t=2,858; p=0,008); (t=2,197; p=0,037). Early identification of difficulties in visual-motor integration is important, because it leads to early treatment, which can significantly contribute to higher achievements in school.
dc.languageen
dc.publisherUniversity of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceThematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
dc.subjectdeaf and hard of hearing students
dc.subjectvisual-motor integration
dc.subjectschool success
dc.titleThe Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary Schoolen
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage276
dc.citation.other: 267-276
dc.citation.rankM14
dc.citation.spage267
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/6283/Untitled19.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_2428
dc.type.versionpublishedVersion


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Приказ основних података о документу