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

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.