UNIVERZA NA PRIMORSKEM

PEDAGOKA FAKULTETA

MAGISTRSKO DELO

TINA CENCI

KOPER 2013

UNIVERZA NA PRIMORSKEM

PEDAGOKA FAKULTETA

Magistrski tudijski program

Inkluzivna pedagogika

Magistrsko delo

DIDAKTINI PRIPOMOEK ZA SPOZNAVANJE

LETNIH ASOV ZA SLEPE IN SLABOVIDNE

Tina Cenci

Koper 2013 Mentor: doc. dr. Aksinja Kermauner

POVZETEK

tevilo slepih oziroma slabovidnih otrok in odraslih po celem svetu iz leta v leto

naraa. Kljub hitremu razvoju medicine, ki je na robu odkritja zdravila za tovrstno

stanje, se za zdaj slepim ne da pomagati drugae kot z razlinimi pripomoki in

rekviziti.

Magistrsko delo se na zaetku dotakne vseh util ter opie njihovo delovanje in

pomembnosti, zajame pa tudi razline pokodbe vida. Preuila sem nekaj teorij o

zaznavanju svetlobe in barve ter izvedela nekaj koristnih napotkov za izboljanje vida.

Ker sem elela utila med seboj povezati in jih kar najbolje razumeti, sem opisala vseh

pet util in navedla, zakaj je vsako izmed njih pomembno. Nemoteno delovanje vseh

util se nam zdi samoumevno, vendar temu le ni tako. Skrbno moramo paziti nanje in

jih obasno tudi uriti z razlinimi vajami.

Ker ima vsak lovek pravico do participacije v drubi in enakovrednega obravnavanja,

sem elela slepim otrokom ponuditi didaktien pripomoek, ki bi jim omogoil laje

razumevanje letnih asov in dojemanje narave v vsej njeni razsenosti. elela sem

izdelati pripomoek, ki bi otrokom nudil zabavno uenje ter monost uenja v manjih

skupinah. Drugi del magistrskega dela je tako namenjen opisu mojega pripomoka in

odzivu otrok, s katerimi sem ga preizkuala. Glavni namen mojega dela je ugotoviti, ali

izdelani pripomoek res lahko pomaga slepemu oziroma slabovidnemu otroku. Eden

glavnih namenov pa je seveda bil ugotoviti, za katero skupino otrok bo pripomoek

uporabneji. Tako sem ga najprej preizkusila na slepi deklici in dveh slabovidnih

dekih. Mnogi pripomoki, ki jih uporabljajo slepi in slabovidni otroci, se polnoutnim

zdijo nepotrebni, zato sem se odloila svoj pripomoek preizkusiti tudi na polnoutnih

otrocih, ki so mi sluili kot kontrolna skupina, hkrati pa sem z njimi izvedla tudi kraji

projekt o spoznavanju ivljenja v temi. Nekako sem jih elela ozavestiti, da slepi in

slabovidni otroci niso ni drugani in so kljub njihovemu slabemu vidu lahko zelo

primerljivi z videimi.

elela bi si, da moj pripomoek olaja delo tako uiteljem in vzgojiteljem kot tudi

otrokom pri odkrivanju sveta, ki je zanje odet v rno tanico in jim hkrati odkrivanje

zunanjega sveta postane zabava.

KLJUNE BESEDE: utila, slepota, slabovidnost, oesne bolezni, pomo slepim in

slabovidnim, pripomoki za slepe in slabovidne osebe

ABSTRACT

The number of blind and visually impaired children and adults is rising every day in all

parts of the world. Despite the progress of the medicine, which is on the verge of

discovering the cure for blindness, there is no other possibility available at the moment

but to help the blind with different tools and equipment.

The first part of the Master's thesis presents all senses and discusses their operation

and their importance. Different eye injuries are also presented and discussed in the first

part. I studied some theories concerning the perception of light and colour and I found

some useful advice how to improve the sight. I describe all five senses and their

importance in order to find a connection among them. We often take the uninterrupted

operation of all senses for granted but it is not always like that. We should take care of

our senses and every now and then we should also do different exercises to train them.

Every human being has the right to participate in the society and the right to equal

treatment. This was my goal when designing the tool that would help the blind to

discover and understand the seasons of the year and the nature in all its diversity. I

wanted to design a tool that would offer the children a possibility to learn and have fun

at the same time and also a possibility to learn in smaller groups. The focus of the

second part of the Master's thesis is therefore on the description of the tool and on the

reactions of the children who used it.

The main goal of my Master's thesis is to see whether the tool designed could help

blind and visually impaired children. One other goal is to see which group of children

finds the tool more useful. The tool was used with a blind girl, two visually impaired

children and the sighted children as a control group. People with all senses often find

the tools used by the blind and visually impaired people useless. This was the reason

for my decision to try the tool on the sighted children as well. They served as control

group but at the same time I also started a short project on the life in the darkness with

them. I wanted to stress that the blind and visually impaired children are not different in

any way from the others and that they can be compared to the sighted children.

My wish is that the tool would make the work easier for the teachers and nursery

school teachers and most of all to help blind and visually impaired children discover the

world that they cannot see.

KEY WORDS: senses, blindness, eye diseases, helping blind and and visually

impaired people, tools for blind and and visually impaired people

ZAHVALA

Zahvaljujem se druini za moralno podporo in vzpodbudo, ki so mi jo nudili med

celotnim tudijem.

Zahvaljujem se tudi O Simona Gregoria Kobarid, O Straie, O Nove Jare in

O Zidani Most, ki so mi omogoili sreanje s slepimi oziroma slabovidnimi otroki in

preizkus didaktinega pripomoka.

Posebno zahvalo pa izrekam mentorici, dr. Aksinji Kermauner, za vso strokovno

pomo, nasvete, znanje in dobro voljo, ki mi jih je nudila skozi celotno izdelavo mojega

magistrskega dela.

KAZALO VSEBINE

UVOD ............................................................................................................................................ 1

1. TEORETINI DEL..................................................................................................................... 2

1.1 utila ................................................................................................................................... 2

1.2 Pet glavnih util ................................................................................................................... 2

1.3 Impulzi, ki potujejo v mogane ............................................................................................ 4

1.4 Ve utov ............................................................................................................................. 5

1.5 Oko in vid ............................................................................................................................ 5

1.6 Zaznavanje svetlobe in barva ............................................................................................. 6

1.7 Razdalja in globina .............................................................................................................. 7

1.8 Teave z vidom in vaje za izboljanje vida ......................................................................... 8

1.7.1 Astigmatizem ................................................................................................................ 9

1.7.2 Kratkovidnost .............................................................................................................. 10

1.7.3 Daljnovidnost .............................................................................................................. 11

1.7.4 Odstop mrenice ........................................................................................................ 12

1.8 Uesa in sluh ..................................................................................................................... 14

1.8.1 V globini uesa ........................................................................................................... 15

1.8.2 Teave s sluhom in vaje za izboljanje sluha ............................................................ 15

1.9 Koa in tip .......................................................................................................................... 16

1.9.1 Znailnosti dojemanja s tipom .................................................................................... 16

1.9.2 Razvoj tipalnih zmonosti in vaje za izboljanje tipa .................................................. 17

1.9.3 Tipne igre kot predpriprava na branje brajlice ............................................................ 19

1.10 Predvaje za opismenjevanje ........................................................................................... 19

1.10.1 Senzorni razvoj ......................................................................................................... 19

1.10.2 Psihomotorini razvoj ............................................................................................... 19

1.10.3 Razvoj govora .......................................................................................................... 20

1.10.4 Imenovanje delov telesa ........................................................