scholarly journals Pre-School Age Visually Impaired Children's Motives for Learning

2015 ◽  
Vol 2 ◽  
pp. 284
Author(s):  
Vytautas Gudonis
Keyword(s):  
Theoretical Analysis ◽  
Longitudinal Data ◽  
Visually Impaired ◽  
School Attendance ◽  
School Age Children ◽  
School Age ◽  
Positive Experience ◽  
Research Results

<em>The article presents longitudinal data of the survey of 212 Šiauliai Petras Avižonis Visual Centre’s 6–7-year-old pre-school children’s motives to attend school. A brief theoretical analysis of significance of motives for learning in child’s development is displayed. Analysing research results, a positive experience on development of positive motives for school attendance in pre-school age children attending Šiauliai Petras Avižonis Visual Centre is rendered in a generalising way. </em>

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

Blind and Sighted Children's Spatial Knowledge of Their Home Environments

1996 ◽  
Vol 19 (4) ◽  
pp. 797-816 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Home Environment ◽  
Visually Impaired ◽  
Spatial Knowledge ◽  
School Age Children ◽  
School Age ◽  
Home Environments ◽  
Visual Ability ◽  
Spatial Understanding ◽  
Straight Line ◽  
Blind Children

The development of spatial knowledge of the home environment was longitudinally studied in three groups of school-age children who varied in their visual ability: totally blind, visually impaired, and normally sighted. The children were asked to judge which of three locations in their homes was the closest to a designated position: (1) judging by the routes necessary to get to the locations; and (2) judging by straight-line distances to the locations. Locations were either on the same floor as the designed position, on a different floor, or in the yard. Totally blind children were delayed in mastery of the tasks compared to the other children, particularly in judging straight-line distances between familiar locations. Their mistakes suggest that their spatial understanding of their home environments is based on their knowledge of routes between places rather than on their knowledge of the overall layout of the familiar space.

scholarly journals School functioning of children with perinatal HIV-infection in high-income countries: A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252746
Author(s):  
Stefanie E. M. van Opstal ◽  
Marlies N. Wagener ◽  
Harald S. Miedema ◽  
Elisabeth M. W. J. Utens ◽  
Femke K. Aarsen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Hiv Infection ◽  
School Attendance ◽  
High Income ◽  
School Functioning ◽  
School Age Children ◽  
School Age ◽  
Perinatal Hiv ◽  
National Norms ◽  
The Impact

Introduction Since the introduction of combination antiretroviral therapy, human immunodeficiency virus (HIV) infection is a manageable chronic disease. However, school-age children (4–18 years) living with HIV could still experience problems with functioning at school, due to the impact of the virus itself, medication, comorbidities and social stigma. School functioning covers academic achievement, school attendance, and social relationships and is of utmost importance to optimize normal participation. Methods To gain insight in school functioning problems of perinatally HIV-infected children, we performed a systematic review of the literature in multiple databases from January 1997 up to February 2019. Studies were included if they described outcomes of school functioning of school-age children perinatally infected with HIV, in high-income countries. Meta-analyses were performed for sufficiently comparable studies. Results and discussion Results from 32 studies show that HIV-infected children experience more problems in various areas of school functioning in comparison with national norms, matched healthy controls, siblings and HIV-exposed uninfected (HEU) children. The most pronounced differences concerned the usage of special educational services, general learning problems, and mathematics and reading performance scores. Comparisons with both national norms and siblings/HEU children show that the differences between HIV-infected children and siblings/HEU children were less pronounced. Moreover, siblings/HEU children also reported significantly worse outcomes compared to national norms. This suggests that problems in school functioning cannot be solely attributed to the HIV-infection, but that multiple socio-economic and cultural factors may play a role herein. Conclusion Perinatally HIV-infected children seem vulnerable to problems in various areas of school functioning. Therefore, monitoring of school functioning should be an important aspect in the care for these children. A family-focused approach with special attention to a child’s socio-environmental context and additional attention for siblings and HEU children, is therefore recommended.

scholarly journals Poor school attendance and exclusion: a systematic review protocol on educational risk factors for self-harm and suicidal behaviours

BMJ Open ◽  
2018 ◽  
Vol 8 (12) ◽  
pp. e023953 ◽  
Author(s):  
Sophie Epstein ◽  
Emmert Roberts ◽  
Rosemary Sedgwick ◽  
Katie Finning ◽  
Tamsin Ford ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Children And Adolescents ◽  
Suicidal Behaviour ◽  
School Attendance ◽  
School Age Children ◽  
School Age ◽  
Manual Search ◽  
Self Harm ◽  
Poor School

IntroductionSchools have an important role in recognising and preventing self-harm and suicidal behaviour in their students, however little is known about which educational factors are associated with heightened risk. We will systematically review the existing evidence on two key educational performance indicators that are routinely collected by school administrative systems: school attendance and exclusion. We will investigate their association with self-harm and suicidal behaviour in school-age children and adolescents. Knowledge of this association could help inform suicide prevention strategies at clinical, school and population levels.Methods and analysisWe will conduct a systematic search of Medline, EMBASE, PsycINFO, British Education Index and Education Resources Information Centre (ERIC) from 1 January 1990, and conduct a manual search for additional references. We aim to identify studies that explore the association between poor school attendance or exclusion and self-harm or suicidal behaviours in school-age children and adolescents. Two independent reviewers will screen titles, abstracts and full-text documents and independently extract relevant data for analysis. Study quality will be assessed using a modified Newcastle-Ottawa Scale. A descriptive analysis will be performed, and where appropriate, results will be combined in meta-analyses.Ethics and disseminationThis is a systematic review of published literature, and therefore ethical approval will not be sought. We will publish reports in health and education journals, present our work at conferences focused on school mental health and communicate our findings to practitioners and managers in public health, education and child mental health.PROSPERO registration numberCRD42018088608.

Educational Challenges of School-Age Children in Skipped Generation Households in Nigeria

2021 ◽  
pp. 0192513X2110307
Author(s):  
Bayode I. Popoola ◽  
Funmi Togonu-Bickersteth ◽  
Joshua Aransiola ◽  
Akinjide Akintomide ◽  
Opeyemi Ekundayo
Keyword(s):  
Ethnic Groups ◽  
School Attendance ◽  
Survey Design ◽  
Family Context ◽  
School Age Children ◽  
School Age ◽  
Design Data ◽  
Nigerian Children ◽  
Educational Challenges ◽  
Descriptive Survey

The article investigated educational challenges of Nigerian children raised in an unusual family context, the skipped generation households (SGHs). Specifically, it determined the proportion of school-age children in SGHs enrolled in schools and investigated children’s perception of the effect of SGHs on their education. The study adopted a descriptive survey design. Data were collected from 2144 indexed children from the three major ethnic groups in Nigeria. The results showed that 88.2% of children in SGHs were enrolled in schools, and that significant regional variations existed in school attendance by the children. Specific educational challenges of the children in SGHs included having to do assignment alone, not getting enough time to study, difficulty in paying school fees, and late coming to school. The article brought to the fore the need for government to improve the welfare of children raised in SGHs in order to mitigate the educational challenges confronting them.

When May a Child who is Visually Impaired Recognize a Face?

1996 ◽  
Vol 90 (4) ◽  
pp. 325-332
Author(s):  
R. Markham ◽  
S. Wyver
Keyword(s):  
Visual Acuity ◽  
Visually Impaired ◽  
School Age Children ◽  
School Age ◽  
Qualitative And Quantitative ◽  
The Face ◽  
Impaired Children ◽  
Visually Impaired Children

The ability of school-age children who were visually impaired and their sighted peers to recognize faces was compared over seven tasks that were designed to detect both qualitative and quantitative differences between the two groups in this regard. Although no differences were found in the two groups’ ability to identify entire faces, the visually impaired children were at a disadvantage when part of the face, especially the eyes, was not visible. In addition, whereas children with better visual acuity seem to discriminate faces on the basis of internal features, children with worse visual acuity seem to be dependent on hair and the contour of faces.

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