metode si tehnici de recuperare a deficientilor vizuali

8/19/2019 Metode si tehnici de recuperare a deficientilor vizuali

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UNIVERSITATEA “BABEŞ-BOLYAI”

CENTRUL DE FORMARE CONTINUĂ ŞI ÎNVĂŢĂMÂNT LA DISTANŢĂFACULTATEA DE PSIHOLOGIE ŞI ŞTIINŢE ALE EDUCAŢIEICATEDRA DE PSIHOPEDAGOGIE SPECIALĂ

Lector drd. L!r E. R!"ce"!

METODICA ŞI TEHNICA RECUPERĂRII

DEFICIENŢILOR VIZUALI

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Obiective:1. Prezentarea perspectivelor asupra deficienţelor vizuale.

2. Analiza implicaţiilor studiilor privind deficienţele vizuale asupra psihologieidezvoltării.

Cuvinte-cheie: deficienţe vizuale, abordare, modalităţi de studiu

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Obiective:1. efinirea funcţionării vizuale după modelul lui !orn.2. "dentificarea factorilor implicaţi #n funcţionarea vizuală.

$. escrierea principalelor modele teoretice care stau la baza evaluării vederii funcţionale.

%. Prezentarea unor probe psihodiagnostice de evaluare a funcţionării vizuale &i aabilităţilor perceptive vizuale.

Cuvinte-cheie: funcţionare vizuală, factori, evaluare, abilităti perceptive

)., F!"c65o"re :5@!&;. E:&!re :eder55 ?!"c65o"&e

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-. EDUCAŢIA VI4UALĂ=C!r$ '1/>

Obiective:

1. efinirea conceptelor de stimulare &i training vizual.2. Precizarea scopurilor &i a obiectivelor educaţiei vizuale.$. escrierea modalităţilor de organizare a activităţilor de educaţie vizuală.%. Prezentarea unor tehnici de educaţie vizuală./. escrierea programului 0ooing bo34.

Cuvinte-cheie: stimulare &i training vizual, educaţie vizuală, tehnici de educaţievizuală, programul 0ooing bo34

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/. ADAPTĂRI ÎN MEDIUL DE ÎNVĂŢARE AL COPIILOR CU DEFICIENŢEVI4UALE

=C!r$ +>

Obiective:1. Prezentarea principalelor modalităţi de adaptare a mediului de #nvăţare al

copiilor cu deficienţe vizuale.

Cuvinte-cheie: mediu de #nvăţare, adaptări

A$%&'&%5& &,"%!)$%&'-*)$(%&'


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0. PREDAREA1ÎNVĂŢAREA ALFA2ETULUI 2RAILLE=C!r$ 3>

Obiective:1. Prezentarea aspectelor generale ale citirii6scrierii Braille.2. escrierea principalelor activităţi desfă&urate #n perioada preabecedară &i a

programului de dezvoltare a abilităţilor perceptiv6motorii implicate #n scris6cititul Braille.

$. !aracterizarea etapelor predării unei litere noi.%. Prezentarea caracteristicilor etapei abecedare./. 8numerarea deprinderilor formate #n etapa postabecedară.

Cuvinte-cheie: citit6scris Braille, etape, abilităţi

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+. ASPECTE METODOLOGICE ALE PREDĂRII MATEMATICII=C!r$ >

Obiective:

1. "dentificarea aspectelor specifice &i a dificultăţilor #n #nsu&irea abilităţilor matematice #n condiţiile cecităţii.

2. Prezentarea etapei premergătoare #nsu&irii matematicii, respectiv a abilităţilor necesare, a obiectivelor &i activităţilor desfă&urate #n această etapă.

$. Analiza obiectivelor predării matematicii #n #nvăţăm)ntul primar.

Cuvinte-cheie: abilităţi, matematică, obiective

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Obiective:1. 8numerarea criteriilor care stau la baza elaborării materialelor didactice cu

caracter intuitiv.

2. escrierea materialelor didactice cu caracter intuitiv.$. Prezentarea aspectelor specifice diagramelor tactile &i a criteriilor de elaborare a

acestora. "niţierea #n 5ermoform.

Cuvinte-cheie: criterii, materiale didactice, 5ermoform

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Obiective:1. efinirea orientării &i mobilităţii.2. "dentificarea factorilor implicaţi #n orientare &i mobilitate.$. Analiza principalelor teorii privind orientarea &i clasificarea spaţiilor #n care are

loc aceasta.%. escrierea sistemelor implicate #n mobilitate.

Cuvinte-cheie: orientare, mobilitate, factori, sisteme

D#("(!( &,*#,*,%5


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,*. CARACTERISTICI ALE


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1. "dentificarea caracteristicilor specifice 9ocului copilului cu cecitate.2. escrierea principalelor categorii de 9ucării folosite de copilul cu cecitate.

Cuvinte-cheie: 9oc, 9ucării, cerinţe

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,,. ACTIVITĂŢILE DE VIAŢĂ COTIDIANĂ=C!r$ ,->

Obiective:1. efinirea activităţilor de viaţă cotidiană.

2. "dentificarea modalităţilor de spri9in pentru dezvoltarea abilităţilor implicate#n activităţile de viaţă cotidiană.

8=


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Cuvinte-cheie: activităţi de viaţă cotidiană, abilităţi, program de dezvoltare aabilităţilor

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COMPETENŢE SOCIALESco

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259&5oBr?5eA!!)*( * P()( S.M. >@@. D&"$/"&,4 %3 ($%&/, ($%&'&%&" /+ *(& &'&,4 (,* %3 ;&,*

$3&*. ICEVI Q/!* C/,+!,$ P!/$*&,4" “N '&"&/," M/'&,4 %/(!* (, I,$)"&'$/22),&%” N//!*&J!3/)% O(,*(.($/;"/, P. >1???. "ndependent living . Q&,,%( T3 H(* S$3// +/! %3 B&,*.

,). INCLUDEREA COPIILOR CU DEFICIENŢE VI4UALE=C!r$ ,'>

Obiective:1. Precizarea rolurilor cadrului didactic de spri9in &i a cadrului didactic itinerant.2. "dentificarea factorilor care favorizează integrarea?includerea socială.

Cuvinte-cheie: cadru didactic de spri9in, cadru didactic itinerant,?educaţie incluzivă

8


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(*(#%5!& ")#&2,%(! 7, E*". >1??:. isual impairment. Access to education for childrenand young people. L/,*/, D('&* F)%/, P);&"3!".M$L&,*, D. . >1??@. B&+" (;/)% ++$%&' *)$(%&/, (2/,4 %($3!" /+ '&")(&2#(&!* $3&*!,. @ournal of isual "mpairment Blindness, =6 68-6?.Q(*!/, . A. >1??. "ntroduction to special education. 5he inclusive classroom. NY/! D2(! P);&"3!".Z S($" I. S. &" L. S. WG(/!*-R/"" R. . >1??:. 5he development of social

sills by blind and vissualy impaired students. 83ploratory studies and strategies N Y/!A2!&$(, F/),*(%&/, +/! %3 B&,* P!"".

ANEJA ,

GRILA DE O2SERVARE A VEDERII SLA2E2rrB 85 Morr5$

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metode si tehnici de recuperare a deficientilor vizuali

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