PRESCHOOL AND SCHOOL SUCCESSION IN CHILDREN WITH VISUAL IMPAIRMENTPREPARATORY SCHOOL

2015 ◽  
pp. 15
Author(s):  
Jekaterina Jankovska ◽  
Ilga Prudnikova
Keyword(s):  
School Environment ◽  
Visual Impairments ◽  
Visual Disturbance ◽  
Learning Opportunities ◽  
Learning Ability ◽  
School Evaluation ◽  
Preparatory School ◽  
Impaired Children ◽  
Children With Visual Impairments ◽  
Education Process

Children with visual impairments are target group that the educational content and education process organization requires special environmental adaptation. Children with visual impairments preparation of primary education school acquisition and subsequent inclusion in the school environment is pre-school and primary task of succession. One of the topical questions is the teachers' knowledge of children's developmental regularities, visual disturbance impacts to the learning opportunities that ensure pre-school and school succession. Preparatory school process depends on many factors that affect a child's development and learning ability. One of the most important conditions is all preparation of school participants involved collaboration. This article analyzes the visually impaired children preparing for school evaluation as a pre-school and primary succession basis

The Development of Social Understanding in Children with Visual Impairments

1995 ◽  
Vol 89 (4) ◽  
pp. 349-358 ◽  
Author(s):  
L.M. McAlpine ◽  
C.L. Moore
Keyword(s):  
Visually Impaired ◽  
Vision Loss ◽  
Visual Impairments ◽  
False Belief ◽  
Social Understanding ◽  
Central Aspect ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

This article reports on the performance of 16 visually impaired children, aged 4–12, on tasks designed to assess their understanding of false belief, a central aspect of social understanding. The study found that the development of understanding of another's false belief is delayed in children with severe visual impairments and that the degree of vision loss seems to be a key variable in that development.

Use of the HOME Inventory with Families of Young Visually Impaired Children

1994 ◽  
Vol 88 (2) ◽  
pp. 140-151 ◽  
Author(s):  
S.L. Rock ◽  
D.N. Head ◽  
R.H. Bradley ◽  
L. Whiteside ◽  
J. Brisby
Keyword(s):  
Early Childhood ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The study reported here examined the usefulness of the Infant-Toddler and the Early Childhood forms of the HOME Inventory as applied to children who are visually impaired. The results indicated that families of children with visual impairments scored about the same as did families in the norm groups.

Current Practices in the Preparation of Teachers for Children with Visual Impairments and Blindness

1992 ◽  
Vol 86 (6) ◽  
pp. 241-245 ◽  
Author(s):  
D.N. Head ◽  
V.E. Bishop
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
National Standards ◽  
Funding Sources ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments ◽  
Current Practices

This article reports on a survey of programs at 20 out of 28 universities-colleges to determine their strategies for preparing teachers of visually impaired children. Information was obtained on the program's faculty, students, funding sources, courses, practicum placements, interest in national standards, and innovative programs.

APPLYING 3D TECHNOLOGY TO CREATE TACTILE BOOKS FOR CHILDREN WITH VISUAL IMPAIRMENTS

2018 ◽  
pp. 46-48
Author(s):  
A. V. Radionova ◽  
Ya. V. Padchina
Keyword(s):  
3D Printing ◽  
Visually Impaired ◽  
Picture Book ◽  
Visual Impairments ◽  
3D Models ◽  
Tactile Perception ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article describes the experience of making tactile picture book for blind and visually impaired children using 3D printing. 3D models for the tactile book should be made with allowance for tactile perception and should be printable. The article describes the result of the student's project.

Guidelines for Integrating Young Children with Visual Impairments in General Educational Settings

1991 ◽  
Vol 85 (6) ◽  
pp. 253-260 ◽  
Author(s):  
E.J. Erwin
Keyword(s):  
Visually Impaired ◽  
Best Practice ◽  
Visual Impairments ◽  
Early Childhood Special Education ◽  
Educational Settings ◽  
Practical Guidelines ◽  
Age Appropriate ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

To achieve success in educating visually impaired children in general educational settings, best-practice initiatives should be established before implementation occurs. This article examines the literature on early childhood special education and education of children with visual impairments to suggest practical guidelines for integrating youngsters who are blind or visually impaired with their age-appropriate peers.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

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