A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children

Özkubat, Ufuk; Özdemir, Selda

doi:10.1080/13603116.2013.789088

Cited by 11 publications

(6 citation statements)

References 45 publications

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“…Even though it was anticipated that children with VIs would experience difficulties during play and interaction with sighted peers (Guralnick et al 1995, Hestenes and Carroll 2000, Ozkubat and Ozdemir 2014, the present study suggests that this might not be the case. Interestingly, the participants with VIs showed comparable play and social interaction behaviors as the sighted children.…”

Section: Discussioncontrasting

confidence: 63%

“…Children with VIs in mainstream settings demonstrated solitary play more often than sighted peers, whereas they engaged less in cooperative peer play (Hestenes and Carroll 2000;Celeste 2006). In a recent study, teachers judged children with VIs as having poorer social skills than typically developing children (Ozkubat and Ozdemir 2014). In addition, children with VIs attending mainstream education were judged to have better social skills than children with VIs attending special education.…”

Section: Introductionmentioning

confidence: 96%

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Facilitating Play and Social Interaction between Children with Visual Impairments and Sighted Peers by Means of Augmented Toys

2019

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Children with visual impairments (VIs) in mainstream education often experience social participation difficulties during peer play with sighted children. It was investigated whether augmented toys were effective to facilitate peer play and social interaction in 18 dyads of children with VIs and their sighted classmates. Eighteen children aged 4-to-11 with a visual impairment (mean age = 7.46, SD = 2.19) and eighteen sighted classmates (mean age = 7.56, SD = 2.08) played with an augmented and with a non-augmented toy, using a counterbalanced crossover repeated measures design. A Playmobil® knight's castle was augmented with Radio Frequency Identification (RFID) technology, such that each play figure produced audio feedback during play. Video fragments were coded for social and cognitive aspects of play and peer directed interaction behaviors. Data were analyzed using multilevel logistic regression. Children showed more parallel play and object exploration, but less cooperative play when they repeatedly used the augmented castle compared to the non-augmented castle. Social interaction behaviors did not differ as a function of play condition. No differences were found between the play or interaction behaviors of children with VIs and sighted classmates. The addition of sounds to physical toys increased shared attention between children with VIs and sighted classmates, yet interfered with cooperative peer play.

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Section: Discussioncontrasting

confidence: 63%

Section: Introductionmentioning

confidence: 96%

Facilitating Play and Social Interaction between Children with Visual Impairments and Sighted Peers by Means of Augmented Toys

2019

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“…Among the many challenges faced by children and adolescents with visual impairments, difficulties in social skills are more frequently reported than among their sighted peers (Caron et al, 2021;Crocker & Orr, 1996;Huurre & Aro, 1998;McGaha & Farran, 2001;Ozkubat & Ozdemir, 2014). Since the visual system is the primary sensory channel that allows children to incidentally learn social skills, notably through observation and imitation (Bandura, 1977;Sacks & Silberman, 2000), children with visual impairments are particularly at risk for difficulties in this domain.…”

mentioning

confidence: 99%

Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review

Caron

Barras

Nispen

et al. 2023

Journal of Visual Impairment & Blindness

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Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied ( n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.

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“…Students with visual impairments are expected to pick up social skills from their peers, their families, and their teachers. However, social skills difficulties are more commonly reported by children and adolescents with visual impairments than by their sighted peers, among the numerous other challenges they confront (Caron et al, 2021;Ozkubat & Ozdemir, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Nexus of Visual Impairment, Social Interaction and Relationships among Higher Education Students

Ashraf,

Iqbal,

Niazi

2024

JBSEE

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Objective: Social interaction and relationships are the real assets for students with visual impairment to grow in their matrixes. This study aimed at seeking the impact of visual impairment on social interaction and relationships. Methodology: This study was quantitative and descriptive. The sample of the study (N=39) was the students with visual impairment from various colleges and universities of the Lahore district. A convenient sampling technique was used in this study. The instrument for this study was a self-developed structured questionnaire. After the completion of the data collection process, the data was analyzed through SPSS version 25 through frequency distribution and descriptive and inferential statistics. Findings: The results of the study revealed a nexus between visual impairment and the relationships with family and friends of students with visual impairment. Moreover, students with visual impairments often feel excluded from social activities and events because of their visual impairment. Implications: The study recommends that higher educational institutes should enhance awareness of the accessibility needs of visually impaired students in social settings to foster inclusivity and understanding.

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A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children

Cited by 11 publications

References 45 publications

Facilitating Play and Social Interaction between Children with Visual Impairments and Sighted Peers by Means of Augmented Toys

Facilitating Play and Social Interaction between Children with Visual Impairments and Sighted Peers by Means of Augmented Toys

Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review

Exploring the Nexus of Visual Impairment, Social Interaction and Relationships among Higher Education Students

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