THE DIFFERENCES IN PASSIVE VOCABULARY AMONG BLIND, LOW VISION STUDENTS AND STUDENTS WITHOUT VISUAL IMPAIRMENT
Journal Title: The Journal of International Social Research - Year 2012, Vol 5, Issue 22
Abstract
Different research hers have shown that poverty in the vocabulary of children with visual impairments is an additional factor in the failure of the child in school. The aim of this research was to examine the level of passive vocabulary development among blind, low vision students and students without visual impairment. The examinee sample consisted of three groups of students: blind (N=51), low vision students (N=42) and students without visual impairment (N=123) attained from students’ population grades 1-4 in primary schools in the area of Tuzla Canton and population of blind and low vision students from the boarding school grades 1-4 in the Centers for blind and low vision children and youth, as well as the population of blind and low vision students grades 1-4 that are integrated in regular schools in primary schools of Tuzla Canton. A diagnostic set for examination of capacities for speech, language, reading, and writing of children was used for examination of the passive vocabulary (Bjelica, Posokhova, 2001). Analyzing the results of discriminant analysis on variables for passive vocabulary assessment it can be concluded that three examined groups vary statistically according to all variables. The disadvantages determined in the development of a vocabulary can be helpful when creating rehabilitation programs for improvement of these skills where student of impaired sight show the weakest results.
Authors and Affiliations
Ševela TULUMOVIĆ
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