scholarly journals Balance and motor coordination are not fully developed in 7 years old blind children

2004 ◽  
Vol 62 (3a) ◽  
pp. 654-657 ◽  
Author(s):  
Andréa Sanchez Navarro ◽  
Marcia Maiumi Fukujima ◽  
Sissy Veloso Fontes ◽  
Sandro Luiz de Andrade Matas ◽  
Gilmar Fernandes do Prado
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
Psychomotor Development ◽  
Control Group ◽  
Age And Gender ◽  
Blind Children ◽  
Spatial Parameters ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

scholarly journals School maturity of pre-school age visually impaired children

2015 ◽  
Vol 3 ◽  
pp. 33
Author(s):  
Vytautas Gudonis
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
School Education ◽  
School Age ◽  
Visual Motor Coordination ◽  
Number Of Children ◽  
Hyperactive Children ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children

1991 ◽  
Vol 14 (3) ◽  
pp. 273-283 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Longitudinal Study ◽  
Perceptual Experience ◽  
Visually Impaired ◽  
The Other ◽  
Only Children ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

Intelligence Profiles of Low Vision and Blind Children

1992 ◽  
Vol 86 (1) ◽  
pp. 68-71 ◽  
Author(s):  
M. Groenveld ◽  
J.E. Jan
Keyword(s):  
Visually Impaired ◽  
Response Pattern ◽  
Low Vision ◽  
Performance Tests ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Consistent Response

This article reports on an analysis of the WISC-R and WPPSI profiles of 118 visually impaired children without additional neurological problems. A consistent response pattern on the Wechsler batteries emerged, suggesting that the verbal as well as the performance tests can provide useful assessment information.

Getting Over the Worry Hurdle: Parental Encouragement and the Sports Involvement of Visually Impaired Children and Youths

1988 ◽  
Vol 5 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Howard L. Nixon
Keyword(s):  
Visually Impaired ◽  
Additional Data ◽  
Parental Encouragement ◽  
Sports Involvement ◽  
Blind Children ◽  
Partially Sighted ◽  
New Evidence ◽  
Impaired Children ◽  
Depth Interviews ◽  
Visually Impaired Children

This paper addresses how parents encourage or discourage sports involvement by their visually impaired offspring, the types of sports involvement these children pursue, and the effects of parental encouragement on sports involvement. It analyzes new evidence from a study of parental adjustment to a visually impaired child. The evidence was derived mainly from open-ended, in-depth interviews of parents of 18 partially sighted and totally blind children who had attended public school. There were 15 mothers and 9 fathers in the 16 families who were interviewed, and 2 of the families had 2 visually impaired children. Additional data were provided through interviews with 14 professionals and volunteers from various fields who had sports-related experiences or observations of visually impaired children and their families. Four major forms of parental encouragement and discouragement were identified: strong encouragers, weak encouragers, tolerators, and discouragers. The predominance of the latter three helped explain the dominant patterns of limited involvement in sport by visually impaired children. Implications of these findings for mainstreaming and appropriate integration also are considered.

scholarly journals Thoughts on the table: Gesture as a tool for thinking in blind and visually impaired children

2014 ◽  
Vol 1 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Anna Jelec ◽  
Dorota Jaworska
Keyword(s):  
Young Adults ◽  
Visually Impaired ◽  
The Body ◽  
Control Group ◽  
Abstract Concepts ◽  
Mental Load ◽  
Blind And Visually Impaired ◽  
The Mind ◽  
Impaired Children ◽  
Visually Impaired Children

Abstract The theory of embodiment (Lakoff and Johnson 2003; Gibbs et al. 2004) explains the origin of meaning by postulating that thought is influenced by sensorimotor experience (Robbins and Aydede 2009). However, the relation between the body, mind and environment is not unidirectional. Not only do we derive information from the world, but we are also able to use it as an extension of the mind through epistemic actions, strategies that minimize the cognitive load by offloading it onto the environment (Kirsh and Maglio 1994). This paper investigates the potential of gesture as epistemic action. 12 blind and severely visually impaired children and young adults, as well as a control group of 7 young adults were interviewed for the purpose of the study. Participants were asked to explain a set of abstract and concrete concepts while their speech and gestures were recorded. If gesture indeed plays a role in reducing the mental load by externalizing thought, more gestures should be produced for concepts that are more difficult to describe (in this case: abstract, intangible concepts). Qualitative data analysis, as well as simple statistical analyses of gesture type, number and gesture per word rates show that abstract concepts do not generate more gestures, but do prompt blind and visually impaired speakers to use simulation gestures. These gestures constitute reenactments of situations associated with a given concept by the respondent. They are also thought to confirm the embodied cognition hypothesis (Hostetter and Alibali 2008). A number of examples demonstrates that abstract concepts in blind children are strongly grounded in their experience of real-world situations. Findings suggest that gesture is not merely a tool for communication, but a way of extending the capabilities of the mind.

Through Art to Affect: Blind Children Express Their Feelings

1975 ◽  
Vol 69 (9) ◽  
pp. 385-391
Author(s):  
Judith A. Rubin
Keyword(s):  
Visually Impaired ◽  
Affective Expression ◽  
Freedom Of Movement ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

This article describes the feelings and fantasies expressed in and through art by multiply handicapped, visually impaired children. Issues dealt with include the intensity of the children's need for freedom of movement and expression; their wishes, fears, and anger about such themes as injury, rivalry, uniqueness, and blindness. Some conditions which facilitate such affective expression are also noted.

Education of Blind and Visually Impaired Children in India

1989 ◽  
Vol 83 (1) ◽  
pp. 20-26
Author(s):  
T.B. Singh
Keyword(s):  
Education Research ◽  
Visually Impaired ◽  
Historical Background ◽  
Prevalence Data ◽  
Integrated Education ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
The Future ◽  
Impaired Children ◽  
Visually Impaired Children

The author presents historical background and prevalence data on the population of visually impaired and blind children of India. The establishment of government-sponsored and private programs is discussed. Integrated education, research, and priorities for the future are also addressed.

Can Visually Impaired Children Use Tactile Maps to Estimate Directions?

1994 ◽  
Vol 88 (3) ◽  
pp. 221-233 ◽  
Author(s):  
S. Ungar ◽  
M. Blades ◽  
C. Spencer ◽  
K. Morsley
Keyword(s):  
Visually Impaired ◽  
Large Scale ◽  
Residual Vision ◽  
Blind Children ◽  
Tactile Maps ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Practical Implications

This article reports on three experiments in which totally blind children and children with residual vision were asked to estimate directions between landmarks in a large-scale layout of objects. The children experienced the layout either directly, by walking around it, or indirectly by examining a tactile map. The authors found that the use of tactile maps considerably facilitated the performance of the totally blind children. The theoretical and practical implications of these findings are discussed.

Teaching Visually Impaired Children to Make Distance Judgments from a Tactile Map

1997 ◽  
Vol 91 (2) ◽  
pp. 163-174 ◽  
Author(s):  
S. Ungar ◽  
M. Blades ◽  
C. Spencer
Keyword(s):  
Visually Impaired ◽  
The Third ◽  
Brief Training ◽  
Residual Vision ◽  
Blind Children ◽  
Impaired Children ◽  
Distance Judgments ◽  
Visually Impaired Children ◽  
Children's Strategies

This article reports on two experiments that investigated 59 children's ability to estimate distances from a map. In Experiment 1, totally blind children, children with residual vision, and sighted children were given a map showing the position of three objects on a path, two of which were present on the actual path. The children were asked to use the map to work out the position of the third object. The visually impaired children performed less well than did the sighted children, and an analysis of the children's strategies indicated that the majority of visually impaired children did not know an effective way to work out distances from the map. In Experiment 2, the visually impaired children were given a brief training in how to calculate distances from a map and then they were retested. After training, the children's performance improved.

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