The errors at copying sentence of blind persons, low vision persons and pupils without sight impairments

Abstract

The key issue of this paper is to establish errors at copying sentence of blind schoolchildren, low vision children and schoolchildren without sight impairments. The sample of examinees was composed of three groups of pupils: the blind (N=51), the low vision (N=42), and pupils without sight impairment (N=123). This subjects are students of younger primary school: regular elementary school in Tuzla, and schools for the blind and visually impaired children and young people in Sarajevo and Derventa. The obtained results have shown that in the area of variables for evaluation of errors at the variables for copying of sentence, the smallest number of errors was made by pupils without sight impairment. The blind and low vision schoolchildren the greatest number of errors had in mind: to replace the letters and syllables (moving, omission and additions of letters and syllables), writing parts of the same words, write composed of parts of different words and other grammatical and spelling errors in written expression. The results of the research that we can point out the importance of the earlier involvement of rehabilitative programs in the language development of children with visual impairment, with special emphasis on the skills at copying in writing.

Ključna tema ovog rada je utvrđivanje grešaka prilikom prepisivanja rečenice kod slepih, slabovidih i učenika bez oštećenja vida. Uzorak ispitanika sačinjavale su tri grupe: slepi (N=51), slabovidi (N=42) i deca bez oštećenja vida (N=123). Učenici su mlađih razreda osnovne škole: redovne osnovne škole u Tuzli i škola za slepu i slabovidu decu i omladinu u Sarajevu i Derventi. Utvrđeno je da u različitim segmentima prepisivanja rečenice najmanji broj grešaka su imali učenici bez oštećenja vida. Slepi i slabovidi učenici najveći broj grešaka su ispoljili u vidu: zamene slova i slogova (premeštanje, izostavljanje, dodavanje suvišnih slova i slogova), rastavljenog pisanja delova iste reči, sastavljenog pisanja delova različitih reči i drugih gramatičkih i pravopisnih grešaka u pismenom izražavanju. Rezultati istraživanja iniciraju preporučljivost što ranijeg uključivanja rehabilitacionih programa u jezički razvoj dece sa oštećenjem vida sa posebnim akcentom na veštine prepisivanja.