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The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School

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Authors
Mijatović, Svetlana
Radovanović, Vesna
Contributors
Nikolić Snežana
Nikić Radmila
Ilanković Vera
Conference object (Published version)
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Abstract
Visual-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 dif...ferences 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.

Keywords:
deaf and hard of hearing students / visual-motor integration / school success
Source:
Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016., 2016, 267-276
Publisher:
  • University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju

ISBN: 978-86-6203-086-3

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_2428
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/2428
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - CONF
AU  - Mijatović, Svetlana
AU  - Radovanović, Vesna
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2428
AB  - Visual-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.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School
EP  - 276
SP  - 267
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2428
ER  - 
@conference{
author = "Mijatović, Svetlana and Radovanović, Vesna",
year = "2016",
abstract = "Visual-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.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School",
pages = "276-267",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2428"
}
Mijatović, S.,& Radovanović, V.. (2016). The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 267-276.
https://hdl.handle.net/21.15107/rcub_rfasper_2428
Mijatović S, Radovanović V. The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:267-276.
https://hdl.handle.net/21.15107/rcub_rfasper_2428 .
Mijatović, Svetlana, Radovanović, Vesna, "The Relationship Between Visual-motor Integration and School Success for Deaf nad Hard of Hearing Students in Elementary School" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):267-276,
https://hdl.handle.net/21.15107/rcub_rfasper_2428 .

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