Psychological characteristics of visual information perception of students with visual deprivation in training to work on a personal computer

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Аннотация

This article discusses how children with profound sight impairment perceive visual information from a computer screen by means of synthesized speech, and describes research of characteristics of user skills development in children with visual deprivation. We provide the most significant results of research and a number of methodical recommendations on educating children of this category in work on the personal computer without visual control.

Общая информация

Ключевые слова: teaching of blind , informatics, non-visual access , blind user

Тип материала: научная статья

Для цитаты: Соколов В.В. Psychological characteristics of visual information perception of students with visual deprivation in training to work on a personal computer [Электронный ресурс] // Теория деятельности: деятельностные исследования в Германии. 2014. Том 12. № 1. С. 119–132. URL: https://psyjournals.ru/journals/tatigkeitstheorie/archive/2014_n1/75103 (дата обращения: 15.07.2024)

Фрагмент статьи

Those who are not experiencing difficulties related to impaired sight most often don’t think of how the processes of perception and of visual information are car­ried out in a blind person. As a result, the considerable part of information envi­ronment is inaccessible or has essential restrictions for people with a visual depri­vation. When interacting with visually organized environment a blind person needs a mediator to promote transformation of visual stimuli into accordingly acceptable modality. In some cases, transformation can be distorted due to subjective evalua­tions and judgment of the mediator (for example, picture description).

Литература

  1. Deniskina, V.Z. (2011): Osobennosti zritel’nogo vospriyatiya u slepykh, imeyuschikh ostatochnoye zreniye [Properties of visual perception of the blind with residual vision]. In: Defectologiya, 5, 56­
  2. Luriya, A.R. (1969): Vysschiye korkoviye funktsii i ikh narusheniya pri lokal’nykh porazheniyakh mozga [Higher cortical functions and their disturbances due to local brain lesion], 2nd edition. Moscow. Rubinstein, S.L. (2002): Osnovy obschey psikhologii [Fundamentals of general psychology] St. Peters­burg.
  3. Sokolov, V.V. (2013): Sovremenniye tiflotekhnicheskiye sredstva, primenyayemiye v obuchenii detei s glubokim narusheniyem zreniya [Modern blind aids used for education of children with severe vi­sion impairment]. In: Digest of materials, II International research and practice oriented conference «Inclusive education: practice, research, methodology». Moscow, 447-451.
  4. Sokolov, V.V. (2009): Evolutsiya tifloinformatsionnykh sredstv [Evolution of digital blind aids]. In: Defec­tologiya, 5, 57-63.
  5. Tuponogov, B.K. (2013): Organizatsiya korrektsionno-pedagogicheskogo protsessa v shkole dlya slepykh i slabovidyaschikh detei [Organization of correctional and educational process in a school for blind and visually impaired children]. Moscow.
  6. Vygotsky, L.S. (1983): Slepoy rebenok [The blind child] Collected works in 6 volumes, V.5, Moscow.

Информация об авторах

Соколов Владимир Вячеславович, заведующий учебно-производственной лабораторией технических и программных средств обучения слепых и слабовидящих студентов факультет информационных технологий, ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ), Москва, Россия, e-mail: vvsokolov168@gmail.com

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