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Visual Stimulation for Children with Severe Multiple Disabilities in Special Elementary School
HATWIKOVÁ, Lukania
The thesis examines visual stimulation for children with severe multiple disabilities in special elementary school. The aim of the thesis is to design, based on qualitative research, a re-education process of visual stimulation for children with severe multiple disabilities and its subsequent evaluation. In accord with the aims outlined above, two partial goals were formulated. The first goal was to determine the areas of visual perception in which the student struggles. The second goal was to assess the progress after visual stimulation. The thesis is divided into a theoretical and an empirical part. The theoretical part consists of three chapters. The first chapter defines terminology, the second one is devoted to education of pupils with multiple disabilities, and the third chapter describes visual stimulation, its rules, principles, and kinds. The empirical part characterizes the goals of the thesis, the methodology of research, and the technique used for gathering data. The qualitative method was used for the purposes of the empirical part. Data were gathered using observation, interview and document analysis. The re-education process was applied to respondents in order to support the impaired visual functions. The outcomes outlined in the empirical part will be applicable in the field of education of pupils with severe combined impairment. With some formal adjustments, these outcomes may serve as a starting point for preparing an insctructional and informational materiál for parents of children with severe multiple disabilities. The research discovered that no general conclusions can be drawn for work with children with this kind of impairment. Regular practice improves visual functions, but the current state of the child matters a lot. If the child is in bad mental or physical state, there might be regression.
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