We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
GABIŲ SUTRIKUSIO REGĖJIMO VAIKŲ GALIOS IR SUNKUMAI: ATVEJO ANALIZĖ.
- Authors
Gabrialavičiūtė, Ingrida
- Abstract
Characteristics and special needs of gifted children with visual impairment are reviewed in the article. Using the literature analysis and case study results the interaction of visual impairment and giftedness is discussed. Children with corrected visual acuity less than 0.3 in the better eye are registered as visually impaired. This group is heterogeneous: children vary with the amount of useful vision, presence of additional disabilities, age of onset and cause of visual impairment, personality characteristics such as motivation to use vision, educational opportunities, etc. Visual impairment has an impact on the cognitive development and activity. Perceptual organization of blind and partially sighted children changes: visual input is limited and inaccurate, processing speed is slower, and the need to rely on memory and other senses than sight is strong. Usually visually impaired children have difficulties with spatial tasks and reasoning about concrete situations. These children usually experience developmental delays, especially in early years and the lack of the visual input is difficult to overcome without appropriate interventions. Meeting the needs of children with visual impairment teachers usually have to make decisions about using Braille or normal print, use of assistive technology, adapting teaching materials and methods, giving services to promote independent living skills (such as orientation and mobility, daily living skills). There are many definitions of giftedness but the most popular one includes higher than average intelligence (excellent abstract thinking, problem solving abilities, memory for new information, fast orientation in changing situations), strong motivation (many interests, setting high standards, persistence) and creativity. Gifted children are different from their peers not only in the area of outstanding intellectual abilities, but with regard to social emotional characteristics (such as perfectionism, empathy) too. Such children need challenging educational program emphasizing problem solving, critical and creative thinking skills. Gifted children with visual impairment have outstanding potential despite the limitations caused by the disability and its impact on the development. Gifted children with visual impairment show characteristic for giftedness high intellectual potential, motivation and creativity, their vocabulary is rich, they learn new information and Braille fast, but because of the impact of the disability on the performance they might underachieve. The need for special educational programs beyond normally provided by the regular school programs which take both, giftedness and handicap, into account is emphasized. Because of the unique interaction of strengths and difficulties gifted children with visual impairment might not be identified and receive only special services for visually impaired and their intellectual and creative potential is overlooked. Disability might mask the giftedness. The definition of giftedness in the population of children with visual impairment should be wider including the impact of the disability on the development, educational and intervention opportunities. The comparison should be made with visually impaired peers rather than with the general student population when identifying gifted visually impaired children. Performance matching or higher than in the general population in the risk for delay areas for visually impaired children might indicate the presence of high intellectual potential. At the same time, it is very important not to discount the possibility of giftedness because of specific developmental delays (like problems with abstract concepts or spatial tasks).…
- Subjects
CHILDREN with visual disabilities; SPECIAL needs adoption; GIFTED children; PERSONALITY; COGNITIVE development; CHILD development; TEACHING methods
- Publication
Special Education, 2008, Issue 2, p114
- ISSN
1392-5369
- Publication type
Article