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Perception of people with visual impairmentsMateja Maljevac, 2025, independent scientific component part or a chapter in a monograph
Abstract: Blindness, partial sightedness, and cortical/cerebral visual impairment pose complex challenges and are difficult to define in a single manner. In the Slovenian school system, the pedagogical definition focuses on the specific visual abilities of children, serving as the basis for adapting the educational process and creating an inclusive environment. Children with visual impairments require content that offers an alternative to visual information, enabling them to participate actively in society. The development of tactile perception has a key role in their holistic development; through play and interaction, they learn about the world around them. Extended curriculum activities should promote concrete and language-rich experiences, as this enables the comprehension of fundamental concepts. Effective strategies for working with children with visual impairments include tactile modelling and audio description, which facilitate children’s exploration and interpretation of information. Audio description enhances the accessibility of cultural resources, while tactile content promotes the development of fine motor skills. Together, these elements create a supportive framework that fosters children’s independence and success. The conscious design of learning content and adaptation of teaching methods are crucial for successfully including children with visual impairments in the modern education system.
Keywords: people with visual impairments, tactile content, audio description, children with visual impairments
Published in RUP: 15.09.2025; Views: 968; Downloads: 11
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