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master's thesis
Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja
Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2021. urn:nbn:hr:158:490525
Bilić, Ivana
University of Zagreb
Faculty of Education and Rehabilitation Sciences

Institutional repository: Faculty of Education and Rehabilitation Sciences

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Bilić, I. (2021). Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja (Master's thesis). Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:158:490525

Bilić, Ivana. "Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:158:490525

Bilić, Ivana. "Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:158:490525

Bilić, I. (2021). 'Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja', Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, accessed 05 August 2024, https://urn.nsk.hr/urn:nbn:hr:158:490525

Bilić I. Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja [Master's thesis]. Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences; 2021 [cited 2024 August 05] Available at: https://urn.nsk.hr/urn:nbn:hr:158:490525

I. Bilić, "Utjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja", Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Zagreb, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:158:490525

Metadata
TitleUtjecaj cerebralnog oštećenja vida na usvajanje vještine čitanja
Title (english)The impact of cerebral visual impairment on the acquisition of reading skills
AuthorIvana Bilić
MentorSonja Alimović (mentor)
Committee memberSonja Alimović (predsjednik povjerenstva)
Committee memberTina Runjić (član povjerenstva)
Committee memberDominik Sikirić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Education and Rehabilitation Sciences
Zagreb
Defense date and country2021-09-20, 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
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:158:490525
Study programmeTitle: 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 resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2022-01-01 13:42:00