Body image perception and parameters in the education of deafblind students (Doctoral thesis)
Children understand the world through their interaction with people and objects. Students with deaf-blindness may, due to sensory loss, miss or misinterpret natural cues and incidental information which provide an understanding of the world. The children with multisensory impairments receive limited and distorted sensory information, the perception may differ and the concept development may be impeded, through which the child defines its relation to the word and formats his conceptual background. Therefore, cognition and communication are seriously affected by the combined loss of vision and hearing. The combined loss of both vision and hearing imposes limitations on communication and the perception of primary concepts (e.g. time, space), which are important for the concept formation of the natural and social environment. The deaf-blind student was introduced to concepts basing them on his/her emotional experiences and sensory exploration. The program with deaf-blind students started with the senses, moved to perception and ended up in cognition. The application of the interventional program aimed to help the deaf-blind student in promoting early concept development grounded on concrete experiences. The purpose was to develop an interventional educational plan for a deaf-blind student with screened difficulties in the perception of primary concepts (body schema, place, time). This is part of a more extensive research in developing the screening inventory for the deaf-blind students’ cognitive and communicative profile. The application of the interventional program aimed to help the deaf-blind student in promoting early concept development. The study uses a qualitative research methodology and adopts an interpretative position. The aim of the inquiry was descriptive and it was followed the case study methodology. Prompted by the lack of used assessment tools for deaf-blind students, a research program was embarked to produce a screening inventory of the cognitive and communicative profile of deaf-blind students, using direct observation and adapted material for informal assessment and intervention in the form of case study. The profile is theoretically founded through the axes of communication, social-emotional development and cognitive development. Its application is implemented through the use of adapted material and multisensory approaches. The profile aspires to present an initial structured and composed framework of the deafblind students' potential focused on specific sections. The elements gathered and the difficulties noticed will define the planning and the development of an interventional educational plan addressed to the unique student's need, incorporated into an adapted curriculum. The application of both the screening inventory and the interventional program aim to help deafblind students perceive the conceptual framework of their natural and social environment. This communicative and cognitive profile is illustrated by case studies focused on the communication, cognition, social development and daily living skills. The planning and application of the individual educational plan will be based on the monitored difficulties.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών της Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών|
|Subject classification:||Εικόνα σώματος|
|Keywords:||Τυφλοκώφωση,Εννοιολογική δόμηση,Εικόνα σώματος,Επικοινωνία,Πρόγραμμα παρέμβασης,Εκπαίδευση,Deafblinness,Concepts perceprtion,Body image,Communication,Program of intervention,Education|
|Appears in Collections:||Διδακτορικές Διατριβές|
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|Δ.Δ. ΖΕΖΑ ΜΑΡΙΑ 2019.pdf||5.37 MB||Adobe PDF||View/Open Request a copy|
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