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Browsing by Subject "näkövammaisuus"

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  • Pistokoski, Ahti (2020)
    Objectives. The aim of the thesis is to unravel the challenges primary school teachers face in physical education of visually impaired children. My goal is also to explore how primary school teachers would develop the physical education of visually impaired children. Earlier studies have shown that a visually impaired child joining sports class can cause uncertainty and sense of inadequacy among teachers. Due to the prevailing ideal of inclusion, children with visual impairment mainly attend school as a part of general education. Therefore it is important to reasearch the experiences of teachers, and thereby strive to develop the exercise opportunities of visually impaired children in general education. Methods. The method used in this thesis was a case study. The material consisted of five in-terviews with teachers that had taught physical education in primary school. Among the five interviewees there were three primary school, one special education and one physical educa-tion teacher. The interviews were partially structured and conducted in the spring of 2020. The analysis was based on qualitative methods, where emphasis is on content and thematic analysis. Results and conclusions. Several challenges became apparent from the interviews. The challenges were divided into three themes: workload of teachers, organization of high-quality teaching and barriers due to the impairment. The teachers’ views of the targets of development were again divided into four themes: teacher training, separation of classes, attitude of the teacher and planning of the lessons. The interviewees felt that teacher training does not prepare teachers to organize physical education for children with visual impairment. The teachers emphasized the value of additional training. The results show that there are still many barriers in physical education, but with sufficient support measures it is possible to overcome them and provide equal opportunities for all children in general PE.
  • Valli, Heli (2017)
    While preparing food in home economics classrooms, the students observe environment using their all senses. In learning the touch senses are present. Lahtinen (2008) has developed haptices and social haptic communication. On body the haptices are composed of messages created via touch and motions. Combined with haptices, also auditivity, visuality, the examination of objects and experimenting help gaining information. The research task in this study asks how describing and haptices i.e. contact messages are involved in the learning of a visually impaired student. The task is approached from three aspects. The first is the basic description of a surrounding physical space using speech and haptices to the visually impaired student. The goal is to orient to the learning space. The second aspect comes from the description of the food preparation process via speech and haptices, in which the describer is a teacher. Here we get close to the personal space of the student. The third aspect deals the subject through the student's senses, how a visually impaired student's auditory, visual and haptice are being involved in the process of making food. The study questions were the following 1) In which ways the description and haptices are involved in the visually impaired student's orientation for the learning space? 2) In which ways the description and haptices are involved in the visually impaired student's learning process for the food making? 3) How the different senses are in use in the visually impaired student's food making situations? The study was conducted using qualitative methods. The gathering of the data for the study was done using video recordings. The describers that took part in this study were interpreters and a teacher. The visually impaired students used their senses in the home economics classroom while preparing food. For the support of the data driven content analysis, still images and transcriptions were used. Versatile discussions on the subject with experts supplemented the gathered results. From the research findings I raise the possibilities of the description and haptices as tools for the teaching staff. With these tools the pedagogy of the everyday skills for visually impaired persons can be developed and clarified.