Functional Literacy for Students With Visual Impairments and Significant Cognitive Disabilities

Zebehazy, Kim T.

doi:10.1177/1540796914566712

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…It characterizes two main roles of education -to transmit culture and to change culture; moreover, when culture is in a state of crisis, the second role comes to the fore. We are talking about the formation of a generally accepted social culture in all senses, including among social groups with special educational needs -without a specific place of residence [32], illiterate people [33], with physical or mental health disorders [40]. Along with the ideas of reconstructionism, the concept of literacy was considered in line with the study of the learning process in pedagogical psychology [4].…”

Section: Introductionmentioning

confidence: 99%

The ratio of functional literacy and fundamental training of students: the unity of opposites

Karpova,

Nevzorova

2023

P Sci Edu

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Introduction. The relevance of the problem of the correlation between functional literacy and fundamental training of students is due to the trends in the development of modern education, the demand for approaches to improving the educational process, as well as the need to systematize and comprehend scientific views on the content and key tasks of general education. The purpose of the article is to analyze the correlation between functional literacy and fundamental training of students from the standpoint of pedagogy and psychology, to present the author's scientific position characterizing the possibility of synthesis of the approaches under consideration. Materials and methods of research. The article presents an analysis of the essence, content, results of research on functional literacy and functional training. A comparative analysis of the two approaches is carried out. There is a need to supplement the pedagogical aspect of the analysis with a theoretical, actually psychological aspect, the content of which is the establishment of patterns and mechanisms on which these approaches are based and their subsequent evaluation. The results of the study. Despite the differences in the understanding of functional literacy and functional training in Russia and abroad, there are common features of these approaches, as well as their distinguishing features are revealed. The main ones are that fundamental training is characterized, first of all, by an orientation towards the formation, primarily, of generalized, abstract knowledge and the possibilities of their transfer. Functional literacy is characterized, in many ways, by opposite attitudes: orientation towards the formation of practice-oriented, specific knowledge. Conclusion. There is a clear, complete correspondence of the paradigm of fundamental training with the “knowledge-skills- automated skills” approach, on the one hand, and a similar degree of completeness correspondence of the paradigm of functional literacy with the competence approach. The fundamental similarity of the ideologies of these approaches, the isomorphism of their basic principles and general orientation are revealed. Their comparison formed the basis for solving the problem of the ratio of fundamental training and functional literacy.

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Section: Introductionmentioning

confidence: 99%

The ratio of functional literacy and fundamental training of students: the unity of opposites

Karpova,

Nevzorova

2023

P Sci Edu

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“…In addition, higher visual functioning deficits impact upon visual recognition, visually guided movement, and ability to perceive more than one or two items at a time. Children with profound and multiple disabilities commonly have their visual impairment overlooked when seeking to meet their complex health needs (Zebehazy, 2015). Their use of vision may be minimal because they are unable to see owing to damage to the visual system of the brain.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study

Pilling

Little

2019

British Journal of Visual Impairment

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Children with profound and multiple disabilities commonly have their visual impairment overlooked when seeking to meet their complex health needs. The act of surrounding a child with little or no apparent visual function by a monochromatic translucent tent can serve to ‘switch on’ a child’s visual system. The aim of the project was to investigate the role of using colour tents to bring about attentional responses in children with complex disabilities including cerebral visual impairment. The evaluation comprises three phases, repeated on four occasions over the space of 4 weeks. The child’s visual attention prior to entering the tent and during the 5 minutes after leaving the tent was recorded. Moreover, the child’s responses and behaviours while in the tent were recorded. Nine children participated in the evaluation, mean age 6 years (range: 5–9 years). All children showed a change in visual behaviour on at least one occasion while in the colour tent. Most children required more than one session before a change in visual behaviour was noted. Only two children showed increase in visual awareness after any session, and there was no sustained effect demonstrated. This feasibility study has demonstrated that a short series of sessions in a colour tent is insufficient to demonstrate the effectiveness of a colour tent in stimulating visual awareness in children with complex needs. The methodology was acceptable to parents and teachers and lessons have been learned which will inform future studies.

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Functional Literacy for Students With Visual Impairments and Significant Cognitive Disabilities

Cited by 2 publications

References 18 publications

The ratio of functional literacy and fundamental training of students: the unity of opposites

The ratio of functional literacy and fundamental training of students: the unity of opposites

Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study

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