The Inclusion of Children with Total Visual Impairment in Learning Activities of Daily Living, Especially the Act of Eating Independently View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2019

AUTHORS

Johana Hoyos Ruíz , Katherine Zuluaga Aristizabal , Susana Isaza

ABSTRACT

This article is focused on the teaching and learning process of eating activity in children with total blindness between 2 and 5 years old, in Medellin – Colombia; and the way in which the guardians impede their development, autonomy and independence, due to ignorance, fears or frustrations [1]. A person from the time he gets up until he goes to bed, demonstrates a motor, cognitive and psychological learning that is traced from early childhood. A child with total blindness will have a lower performance in different areas of life, for all the restrictions that he has with the perception of visual information. Unless the family incorporates teaching and learning strategies in his life [2]. From this approach, it was proposed as a general objective to design a didactic product framed to the eating activity of children with total visual disability, through the integration of techniques and teaching methods, to improve the learning process and autonomy of the child, and strengthen the relationship with his guardian/family. The artifact contains the food and keeps the elements in place, also allows the child to understand how to interact with the object during and after the activity, linking other senses such as listening and touch. More... »

PAGES

192-200

Book

TITLE

Advances in Design for Inclusion

ISBN

978-3-319-94621-4
978-3-319-94622-1

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/978-3-319-94622-1_19

DOI

http://dx.doi.org/10.1007/978-3-319-94622-1_19

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1105086307


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