Zrakový trénink a jeho podmínky

Potměšíl, Miloň; Kroupová, Kateřina; Kramosilová, Zuzana

doi:10.5507/pdf.16.24450964

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Classical Special Education categorises persons with severe visual impairment based on the following criteriatime of origin (prenatal, perinatal, postnatal time of origin), duration (short-term, longterm, recurrent disease/defect), age of the people with visual impairment (early age, pre-school age, school age, adulthood, senium), causes of visual impairment (organ and functional defect), type of visual defect (loss of visual acuity, loss of field of vision, loss of the ability to perceive the whole colour spectrum, level of the ability to process visual information, oculomotor difficulties, level of visual impairment (blind persons, persons of low vision, persons with binocular vision disorder) (Růžičková, Kroupová, & Kramostilová, 2016;Kroupová, 2017;Regec, 2015).…”

Section: Determination Of the Category Of Persons With Severe Visual mentioning

confidence: 99%

Spatial Orientation Of People With Visual Impairment

Potměšíl¹

2019

The European Proceedings of Social and Behavioural Sciences

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Spatial orientation and independent mobility comprise one of the area's most markedly affected by the loss or impairment of visual perception. Independent mobility and the interrelated spatial orientation are a prerequisites for increasing the self-sufficiency of an individual with visual impairment, usually also becoming a significant measure of their self-evaluation. In addition, spatial orientation tends to be perceived as the main indicator of independence and success of a person with visual impairment from the perspective of the majority of society as well as the person with visual impairment him/herself. Our research was based on the question of how the area of spatial orientation and independent mobility is perceived by three groups of participants: persons with visual impairment, professionals working with them, and the lay public. Its purpose was to explore and describe selected aspects of orientation and mobility from the perspective of the actors themselvesi.e. persons with severe visual impairment and the professionals involved. Therefore, over the period of six months, we organisations for adults with visual impairment, school counselling facilities (Special Educational Centres) and schools intended primarily for pupils with visual impairment, to receive answers from service users, pupils well as their instructors. We decided to address the lay public only later, after the after the initial study was completed. Our intention was to perform a primary probe into the chosen field of interest and identify the interesting aspects suitable for follow-up an applied research.

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Section: Determination Of the Category Of Persons With Severe Visual mentioning

confidence: 99%

Spatial Orientation Of People With Visual Impairment

Potměšíl¹

2019

The European Proceedings of Social and Behavioural Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…Special pedagogy categorizes people with visual impairment according to several criteria that form a coherent picture as a fundamental basis for the needs of educational system (Voženílek, Michalík, Vondráková, & Brychtová, 2014). In contrast, the medical definition works primarily with defining degrees of visual impairment based on a visa or levels of spatial vision, or visual field status (Růžičková, Kroupová, & Kramostilová, 2016). The most classical division is then among people with blindness, with visual impairment, and possibly binocular vision disorder (Růžičková, 2018).…”

Section: Education Of People With Visual Impairmentmentioning

confidence: 99%