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Learning mediums for children with visual impairment

Obrazovni mediji za decu sa oštećenjem vida

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Grbović, Aleksandra
Stanimirov, Ksenija
Article (Published version)
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Abstract
A learning medium is a tool that enables a student to acquire knowledge and master skills. Education implies utilization of various educational technologies in order to gain an adequate level of knowledge according to students’ academic and future professional requirements. Visual learning mediums are mostly used in the education of children with low vision, while blind children predominantly use tactile learning mediums and literacy tools. According to the literacy mediums they use, children with visual impairment can be classified as users of print, Braille, audio tools, or a combination of these mediums. In order to determine the primary learning medium, it is necessary to collect the information on the factors affecting the acquisition of knowledge. This information includes: general abilities; level of visual/tactile functioning; visual impairment prognosis; presence of additional disabilities; motivation for learning; academic and non-academic requirements; environmental conditio...ns; and interpersonal factors. Learning medium assessment and selection of appropriate literacy tools for visually impaired children are most often part of the assessment of functional vision. The aim of this paper is to describe the importance of learning mediums and their role in the education of children with visual impairment, especially in the domain of literacy.

Didaktički ili obrazovni medij predstavlja sredstvo koje učeniku omogućava sticanje znanja i savladavanje veština. U nastavi sa decom sa oštećenjem vida potrebno je koristiti odgovarajuće didaktičke medije, kako bi se ovim učenicima omogućilo sticanje znanja u skladu sa akademskim zahtevima i budućim profesionalnim potrebama. U obrazovanju slabovide dece najčešće se koriste vizuelni mediji, dok slepa deca najčešće koriste medije i sredstva prilagođena taktilnom percepiranju. Prema sredstvima za opismenjavanje koja koriste, decu sa oštećenjem vida možemo klasifikovati kao korisnike crne štampe, Brajevog pisma, auditivnih sredstava ili različitih kombinacija tih medija. Za određivanje primarnog obrazovnog medija neophodno je prikupiti informacije o faktorima koji mogu uticati na usvajanje znanja. To su opšte sposobnosti učenika, nivo vizuelnog/taktilnog funkcionisanja, prognoza vizuelne ometenosti, prisustvo dodatne ometenosti, motivacija za učenje, akademski i neakademski zahtevi, sredi...nski uslovi i međuljudski odnosi. Procena obrazovnih medija za decu sa oštećenjem vida najčešće predstavlja deo protokola za ispitivanje funkcionalnog vida. Cilj ovog rada je opisivanje značaja i uloge obrazovnih medija koji se koriste u obrazovanju dece sa oštećenjem vida, naročito u području početnog čitanja i pisanja.

Keywords:
Children With Visual Impairment / Learning Mediums / Literacy Tools / Learning Medium Assessment / Learning Efficiency / deca sa oštećenjem vida / obrazovni mediji / sredstva za opismenjavanje / određivanje medija za učenje / efikasnost učenja
Source:
Теме – Journal for Social Sciences, 2013, 37, 2, 769-783
Publisher:
  • Univerzitet u Nišu, Niš
Funding / projects:
  • Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)
  • Social participation of persons with intellectual disabilities (RS-179017)

ISSN: 0353-7919

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_700
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/700
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - JOUR
AU  - Grbović, Aleksandra
AU  - Stanimirov, Ksenija
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/700
AB  - A learning medium is a tool that enables a student to acquire knowledge and master skills. Education implies utilization of various educational technologies in order to gain an adequate level of knowledge according to students’ academic and future professional requirements. Visual learning mediums are mostly used in the education of children with low vision, while blind children predominantly use tactile learning mediums and literacy tools. According to the literacy mediums they use, children with visual impairment can be classified as users of print, Braille, audio tools, or a combination of these mediums. In order to determine the primary learning medium, it is necessary to collect the information on the factors affecting the acquisition of knowledge. This information includes: general abilities; level of visual/tactile functioning; visual impairment prognosis; presence of additional disabilities; motivation for learning; academic and non-academic requirements; environmental conditions; and interpersonal factors. Learning medium assessment and selection of appropriate literacy tools for visually impaired children are most often part of the assessment of functional vision. The aim of this paper is to describe the importance of learning mediums and their role in the education of children with visual impairment, especially in the domain of literacy.
AB  - Didaktički ili obrazovni medij predstavlja sredstvo koje učeniku omogućava sticanje znanja i savladavanje veština. U nastavi sa decom sa oštećenjem vida potrebno je koristiti odgovarajuće didaktičke medije, kako bi se ovim učenicima omogućilo sticanje znanja u skladu sa akademskim zahtevima i budućim profesionalnim potrebama. U obrazovanju slabovide dece najčešće se koriste vizuelni mediji, dok slepa deca najčešće koriste medije i sredstva prilagođena taktilnom percepiranju. Prema sredstvima za opismenjavanje koja koriste, decu sa oštećenjem vida možemo klasifikovati kao korisnike crne štampe, Brajevog pisma, auditivnih sredstava ili različitih kombinacija tih medija. Za određivanje primarnog obrazovnog medija neophodno je prikupiti informacije o faktorima koji mogu uticati na usvajanje znanja. To su opšte sposobnosti učenika, nivo vizuelnog/taktilnog funkcionisanja, prognoza vizuelne ometenosti, prisustvo dodatne ometenosti, motivacija za učenje, akademski i neakademski zahtevi, sredinski uslovi i međuljudski odnosi. Procena obrazovnih medija za decu sa oštećenjem vida najčešće predstavlja deo protokola za ispitivanje funkcionalnog vida. Cilj ovog rada je opisivanje značaja i uloge obrazovnih medija koji se koriste u obrazovanju dece sa oštećenjem vida, naročito u području početnog čitanja i pisanja.
PB  - Univerzitet u Nišu, Niš
T2  - Теме – Journal for Social Sciences
T1  - Learning mediums for children with visual impairment
T1  - Obrazovni mediji za decu sa oštećenjem vida
EP  - 783
IS  - 2
SP  - 769
VL  - 37
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_700
ER  - 
@article{
author = "Grbović, Aleksandra and Stanimirov, Ksenija",
year = "2013",
abstract = "A learning medium is a tool that enables a student to acquire knowledge and master skills. Education implies utilization of various educational technologies in order to gain an adequate level of knowledge according to students’ academic and future professional requirements. Visual learning mediums are mostly used in the education of children with low vision, while blind children predominantly use tactile learning mediums and literacy tools. According to the literacy mediums they use, children with visual impairment can be classified as users of print, Braille, audio tools, or a combination of these mediums. In order to determine the primary learning medium, it is necessary to collect the information on the factors affecting the acquisition of knowledge. This information includes: general abilities; level of visual/tactile functioning; visual impairment prognosis; presence of additional disabilities; motivation for learning; academic and non-academic requirements; environmental conditions; and interpersonal factors. Learning medium assessment and selection of appropriate literacy tools for visually impaired children are most often part of the assessment of functional vision. The aim of this paper is to describe the importance of learning mediums and their role in the education of children with visual impairment, especially in the domain of literacy., Didaktički ili obrazovni medij predstavlja sredstvo koje učeniku omogućava sticanje znanja i savladavanje veština. U nastavi sa decom sa oštećenjem vida potrebno je koristiti odgovarajuće didaktičke medije, kako bi se ovim učenicima omogućilo sticanje znanja u skladu sa akademskim zahtevima i budućim profesionalnim potrebama. U obrazovanju slabovide dece najčešće se koriste vizuelni mediji, dok slepa deca najčešće koriste medije i sredstva prilagođena taktilnom percepiranju. Prema sredstvima za opismenjavanje koja koriste, decu sa oštećenjem vida možemo klasifikovati kao korisnike crne štampe, Brajevog pisma, auditivnih sredstava ili različitih kombinacija tih medija. Za određivanje primarnog obrazovnog medija neophodno je prikupiti informacije o faktorima koji mogu uticati na usvajanje znanja. To su opšte sposobnosti učenika, nivo vizuelnog/taktilnog funkcionisanja, prognoza vizuelne ometenosti, prisustvo dodatne ometenosti, motivacija za učenje, akademski i neakademski zahtevi, sredinski uslovi i međuljudski odnosi. Procena obrazovnih medija za decu sa oštećenjem vida najčešće predstavlja deo protokola za ispitivanje funkcionalnog vida. Cilj ovog rada je opisivanje značaja i uloge obrazovnih medija koji se koriste u obrazovanju dece sa oštećenjem vida, naročito u području početnog čitanja i pisanja.",
publisher = "Univerzitet u Nišu, Niš",
journal = "Теме – Journal for Social Sciences",
title = "Learning mediums for children with visual impairment, Obrazovni mediji za decu sa oštećenjem vida",
pages = "783-769",
number = "2",
volume = "37",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_700"
}
Grbović, A.,& Stanimirov, K.. (2013). Learning mediums for children with visual impairment. in Теме – Journal for Social Sciences
Univerzitet u Nišu, Niš., 37(2), 769-783.
https://hdl.handle.net/21.15107/rcub_rfasper_700
Grbović A, Stanimirov K. Learning mediums for children with visual impairment. in Теме – Journal for Social Sciences. 2013;37(2):769-783.
https://hdl.handle.net/21.15107/rcub_rfasper_700 .
Grbović, Aleksandra, Stanimirov, Ksenija, "Learning mediums for children with visual impairment" in Теме – Journal for Social Sciences, 37, no. 2 (2013):769-783,
https://hdl.handle.net/21.15107/rcub_rfasper_700 .

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