Orientation and Mobility Instructors Blind Child

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Orientation and Mobility Instructors Blind Child

One of the problems with which we,  as mobility instructors,  have been confronted quite often is the lack of concept formations,  or highly inaccurate concept formations, in many of the blind children with whom The task of instructing these children is wade a more arduous one when the mobility instructor is required, for example, to develop concepts of a meaningful and accurate nature in a child of the early teens.

Not only is this a learning task, but most often, it is an UN learning task first, and a learning task second.

The purpose of the report of this Committee is to first submit a workable definition of “Concept” and then to point out same areas in which the formalization of concepts may take place prior to the time mobility instruction begins.

 

Orientation and Mobility Instructors Blind Child

Orientation and Mobility Instructors Blind Child

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First, let us define “Concept.”   Webster defines a concept as being

“an idea of what a thing in general should be.”  

Webster also says that a concept  is  “a mental image of a thing formed by generalizations from particulars.”   For the purpose. of this report, we may work with the second definition, with the following modification.  

We may consider the “particulars” to be precepts.  

Our definition would then become, a concept is a mental image of a thing formed by generalizations from precepts.

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To further define concept, then, we must submit a definition for precepts.

Again, to quote Webster, a precept is “an impression of an object obtained solely by use of the senses.”   Carl Davis theorizes that a concept is a meaningful organization of precepts.

That is to say, that the individual perceives, and by perceiving forms precepts.   These precepts are then amalgamated into a meaningful order to form a concept.

A traumatic upbringing, but in such cases we did not see behavior which simulated physical disability.

On the other hand,  brain impairment often resulted in low intellectual levels and inadequate adjustment even in families Where nil other factors were optimal.

We found no convincing evidence that premature coupled with oxygenation or blindness itself has resulted in a greater amount of brain damage than might have resulted from the same degree of pre – maturity it self and the prenatal conditions or possible trauma which contributed to pre-maturity.

However,  blindness,  especially from birth, limits the ordinary information flow available to the person that, in the absence of compensatory experience, the children is not likely to reach the same functional level as he might have with normal vision.

We have seen children with  gross multiple handicaps make good academic progress and develop apparently normal personalities without serious emotional problems. Others lacked either self motivation and ability, or were too damaged by parental rejection and lack of opportunity for healthy growth.

Article source : Preschool Blind Child by Billie Taylor , Colorado School for deaf and the blind

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