Joint Attention Ability in Children with Visual Impairment

Year 2018, Volume: 7 Issue: 4, 366 - 384, 31.12.2018

Pınar Şafak Derya Uyar

https://doi.org/10.30703/cije.432161

Abstract

joint attention. Joint attention, one of the communication functions, develops by the intensive use of the sense of sight compared to other communication functions. Because, in the joint attention, it is emphasized that there is a third component in communication between two people. Therefore, in the field, joint attention is to be addressed in the presence of the vision. Hence, how joint attention develops in children who have not vision aroused curiosity. In this context, the aim of this article is to reveal how joint attention develops in children with visual impairment by examining the literature and to raise awareness of this issue. This study shows that joint attention develops in children with visual impairment, deafblind and children who have multiple disabilities with visual impairment. In this study, it has been seen that; children who have visual impairment, deafblind and multiple disabilities with visual impairment develop joint attention skills. However, the formation and development of joint attention may encounter delays, and different senses like healing, smelling, touching, tasting may need to be used. In order for children with visual impairment to develop joint attention, it is necessary for them to understand how they learn about the environment and for adults to establish sensitive interaction with them. In addition, this study shows that there are few studies in the field and suggest that new researches be carried out to strengthen the applications in the education process.

Keywords

Visual impairment, joint attention, children with multiple disabilities and visual impairment, functions of communication

Görme Yetersizliği Olan Çocuklarda Ortak Dikkat Becerisi

Abstract

İletişimin ilk işlevleri davranış düzenleme, sosyal etkileşim ve ortak dikkat becerisidir. İletişim işlevlerinden biri olan ortak dikkat becerisi, diğer iletişim işlevlerine göre görme duyusunun daha yoğun kullanımıyla gelişmektedir. Çünkü ortak dikkat becerisinde, iki kişi arasında var olan iletişimde üçüncü bir öğeye dikkat çekilme söz konusudur. Öyle ki alanyazında da ortak dikkat becerisinin genellikle görme duyusunun varlığında ele alındığı göze çarpmaktadır. Dolayısıyla görme duyusundan yoksunluk durumunda ortak dikkat becerisi gelişiminin çocuklarda nasıl olduğu merak uyandırmaktadır. Mevcut çalışmanın amacı, görme yetersizliği olan çocuklarda ortak dikkat becerisinin nasıl geliştiğini alanyazın incelemesiyle ortaya çıkarmak ve bu konuya farkındalığı sağlamaktır. Bu bağlamda görme yetersizliği olan çocuklar üç grupta incelenmiştir; (1) sadece görme yetersizliği olan, (2) körsağır olan ve (3) çoklu yetersizlikten etkilenmiş görmeyen. Sözü edilen amaç çerçevesinde yapılan bu çalışma ile görülmüştür ki; görme yetersizliği olan, körsağır olan ve çoklu yetersizlikten etkilenmiş görmeyen çocuklarda ortak dikkat becerisi gelişmektedir. Ancak ortak dikkat becerisinin oluşumu ve gelişimi sürecinde gecikmeler olabilmekte, farklı duyuların (işitme, koklama, dokunma, tatma) kullanımı gerekebilmektedir. Görme yetersizliği olan çocuklarda ortak dikkat becerisinin sekteye uğramadan gelişebilmesi için söz konusu çocukların çevreden nasıl bilgi edindiklerinin anlaşılmasına ve bu doğrultuda kendileriyle duyarlı etkileşim kurulmasına ihtiyaç vardır. Ayrıca araştırma sırasında konuyla ilgili alanyazında az sayıda çalışmaya rastlanmış olup bu durum, eğitim sürecinde uygulamaların güçlenmesi adına yeni araştırmalara ihtiyaç duyulduğunu gündeme getirmektedir.

Keywords

Görme yetersizliği, körsağır, çoklu yetersizlikten etkilenmiş görmeyen çocuklar, ortak dikkat, iletişim işlevleri

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