Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja

master's thesis

• Title (english): The impact of cerebral visual impairment on the acquisition of reading skills
• Author: Ivana Bilić
• Mentor: Sonja Alimović (mentor)
• Committee member: Sonja Alimović (predsjednik povjerenstva)
• Committee member: Tina Runjić (član povjerenstva)
• Committee member: Dominik Sikirić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2021-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Cerebralno oštećenje vida (CVI od engl. Cerebral visual impairment) u literaturi se
opisuje kao najčešći uzročnik oštećenja vida u dječjoj dobi u razvijenim zemljama. Djeca s CVI iskazuju
različita vizualna ponašanja koja često mogu biti krivo interpretirana. Incidencija CVI koja je u visokom
porastu dovela je do potrebe za identifikacijom intervencijskih strategija koje terapeuti i edukacijski
stručnjaci mogu koristiti u radu s djecom, obzirom da strategije koje se koriste kod okularnih oštećenja
nisu uvijek prikladne. U ovom radu, pregledom dostupne literature, analizirane su teškoće koje djeca s
CVI, ovisno o stupnju oštećenja, mogu imati prilikom usvajanja vještine čitanja. Također, predložene
su strategije koje je potrebno sagledati pri kreiranju instrukcijskih sadržaja i planiranju intervencija, a
uključuju: programe vidnih stimulacija i treninga vida, namjerno izlaganje vještinama rane pismenosti,
procjenu primarnog i sekundarnog čitalačkog medija, korištenje pristupa senzorne ravnoteže, odabir
adekvatnog pristupa u poučavanju vještina čitanja, fizičku adaptaciju okoline i edukacijskih materijala,
korištenje digitalnih alata u radu s učenicima kao i strategije u opismenjavanju učenika s CVI i dodatnim
razvojnim teškoćama.

Abstract (english)

Cerebral visual impairment (CVI) is described in the literature as the most common cause
of childhood visual impairment in developed countries. Children with CVI show different visual
behaviors that can often be misinterpreted. The high incidence of CVI showed the need to identify
intervention strategies that therapists and educators can use to work with children, given that strategies
used with ocular impairments are not always appropriate. In this paper, through review of the available
literature, difficulties that children with CVI may have when acquiring reading skills, depending on the
degree of impairment are analyzed. Also, the strategies required when creating instructional content and
planning interventions are proposed, and include: visual stimulation and vision training programs,
intentional exposure to early literacy skills, assessment of primary and secondary reading media, use of
sensory balance approach, selection of adequate approach in teaching reading skills, physical adaptation
of the environment and educational materials, use of digital tools in working with students as well as
strategies in teaching literacy to students with CVI and additional developmental difficulties.

• Keywords: oštećenje vida; cerebralno oštećenje vida; CVI; usvajanje vještina čitanja
• Keywords (english): visual impairment; cerebral visual impairment; CVI; acquiring reading skills
• Language: croatian
• URN:NBN: urn:nbn:hr:158:490525
• Study programme: Title: Graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-01-01 13:42:00