Effectiveness of Neuropsychological Skills Training on Brail Reading and writing (Case study: Elementary Blind Students in City of Yasuj)

In the present study, the ffectiveness of teaching neuropsychological skills on Braille writing and Braille reading of students with visual impairment in Shaghayegh elementary school of Yasuj was examined.

The study ueses a semi-experimental design and pre-test-post-test with control group. The statistical population includes all first to the sixth grade students with visual impairment. The sample included 24 students with visual impairment (12 students recieved neuropsychological training and 12 students recieved no intervention) by available sampling method. The instrument used in this study was neuropsychological interventions and a researcher-made test of Braille writing and Braille reading. Data were analyzed using SPSS21 software and covariance analysis.

Results showed that the scores of experimental group students in writing speed, reading speed, reading comprehension, and accurate reading were significantly higher than those of the control group students (P ≤ 0.001). However, the scores of the experimental group students in the incorrect writing were significantly lower than those of the control group (P ≤ 0.001).

Neuropsychological skills training can be an effective approach in Braille writing and Braille reading.