جستجوی مقالات مرتبط با کلیدواژه "دانش آموزان آسیب دیده بینایی" در نشریات گروه "علوم تربیتی"

This study aimed to investigate the effectiveness of cooperative learning on the verbal behavior of sixth-grade visually impaired students in the field of experimental sciences in Zahedan. This experimental research adopted a pretest-posttest design with a control group. The statistical population of the study included sixth-grade visually impaired students in primary schools in Zahedan, Sistan and Baluchestan province, Iran, in the academic year of 2019-2020. Twenty students were selected as the study sample using the simple random sampling method and they were assigned randomly to experimental and control groups. The tool used in this research included an observation schedule of positive and negative verbal behaviors of students. The educational intervention was implemented for the experimental group in 12 sessions, each lasting 45 minutes. The covariance analysis of positive verbal behaviors showed that collaborative learning had a significant positive effect on students’ positive verbal behaviors. Also, covariance analysis of negative verbal behaviors showed that cooperative learning affected students’ negative verbal behaviors. The results showed that teaching based on cooperative learning strengthened positive verbal behaviors but discouraged negative verbal behaviors in visually impaired students. Therefore, it can be suggested that collaborative learning is one of the effective methods for changing the verbal behaviors of visually impaired students.

Spelling is characterized as a basic skill for the children’s writing literacy. A wide range of factors may contribute to the formation and/ or intensification of problems related to teaching writing competencies, so that spellings come with a serious challenge called “invented spelling”. It is also a major concern for teachers and parents of children with visual impairments. Therefore, the current study investigates causes of spelling weakness in students with visual impairment and provides educational strategies for the solution. A descriptive-analytical research method is applied, through a library survey. Psychological problems such as weakness in touch and hearing processing, attention deficiency, and educational topics are some factors leading to lower grades of blinded students. However, the lack of concentration, absence of books in Braille and tendency toward audio devices, writing and reading challenges with Braille and teacher’s poor feedback due to laborious nature for reading and refinement of texts in Braille, inadequate information and weak feedback from the environment, low levels of phonemic awareness, access to mass media just through hearing, lack of access to specialized education for affected students, reliance on remaining visual power, families’ insecurity and resilience towards the use of Braille by their children, and motivational problems are further factors that impose a burdens on psychological difficulties of children with visual impairments. Clear and early diagnosis, using appropriate strategies for memory enhancement, and considering different learning styles and psychological characteristics of each child are certainly useful for these students.