| Abstract | Oštećenje vida dijeli se na sljepoću i slabovidnost. Sljepoća ili amauroza kao medicinski poremećaj očituje se kao djelomična ili potpuna nesposobnost vizualnoga sustava da prenese podražaje, a slabovidnost ili ambliopatija stanje je djelomičnoga gubitka vida, zahvaća samo jedno ili oba oka i nije popraćena anatomskim promjenama na očnim jabučicama. Oštećenja vida nastaju uslijed različitih bolesti, trauma oka, virusnih infekcija i anomalija. Slabovidna i slijepa djeca uključuju se u redoviti sustav odgoja i obrazovanja, a podršku im pružaju prvenstveno roditelji, učitelji i vršnjaci iz razreda, stručni suradnici škole i drugi specijalizirani stručnjaci uključeni u rehabilitacijsku podršku učenicima s oštećenjem vida. Djeci su s oštećenjem vida sluh i ostala osjetila važna za učenje, ostvarivanje komunikacije i spoznajnu percepciju okoline jer čine nadopunu za oštećen vid. Izrada i primjena individualiziranih odgojno - obrazovnih programa temeljenih na procjenama sposobnosti, potreba i interesa pojedinoga učenika te prilagodba okruženja, metoda, postupaka i oblika rada ključne su uloge svakoga učitelja koji u razredu ima učenika s pojedinom teškoćom. Za što uspješniju inkluziju slijepe i slabovidne djece važna je uporaba njihovih preostalih osjetila, a to se najbolje i najkvalitetnije postiže osmišljavanjem novih i prilagođavanjem već postojećih igara. Uz redovni program, učenicima oštećena vida potrebno je omogućiti i posebne rehabilitacijske programe koji se određuju prema učenikovim potrebama, a obuhvaćaju opismenjavanje na Brailleovom pismu, vještine svakodnevnoga života, vježbe vida i pomoć u učenju, kretanju i orijentaciji. |
| Abstract (english) | Visual impairments is divided into blindness and low vision. Blindness, or amaurosis, as a medical disorder, manifests as a partial or complete inability of the visual system to transmit stimuli, while low vision, or amblyopia, is a condition of partial vision loss, affecting only one or both eyes and is not accompanied by anatomical changes in the eyeballs. Visual impairments arise due to various diseases, eye trauma, viral infections, and anomalies. Children with low vision and blindness are included in the regular education system, and they are primarily supported by parents, teachers, and classmates, as well as school professionals and other specialized experts involved in the rehabilitation support of students with visual impairments. For children with visual impairment, hearing and other senses are important for learning, communication, and cognitive perception of the environment, as they compensate for impaired vision. The creation and application of individualized educational programs based on the assessment of the abilities, needs, and interests of each student, along with the adaptation of the environment, methods, procedures, and forms of work, are key roles for every teacher who has a student with some kind of difficulty in the classroom. For the most successful inclusion of blind and visually impaired children, the use of their remaining senses is crucial, which is best and most effectively achieved by designing new and adapting existing games. In addition to the regular program, students with visual impairments should also be provided with special rehabilitation programs that are determined according to the student's needs, and include literacy in Braille, skills for daily living, vision exercises and assistance in learning, mobility and orientation. |
