ovire in prilagoditve pri izobraţevanju slabovidnih oseb - Oddelek za ...

ABSTRACT
In this thesis I deal with the on-going problems of educating visually impaired adults and
focus on the individual and social aspect of it. My goal was to find out what kind of problems
visually impaired adults face in the area of education which decrease the possibilities for
education or make it impossible.
To ensure a full participation of visually impaired adults in education, there is a need for not
only adjustments in methods and didactics, but also for proper qualifications of the teacher.
That is why I study movement obstacles (accessing and moving around in an institution),
communication, obstacles due to improper time management in education, obstacles due to
improper study material and visual aids, and obstacles in the area of grading. I also study the
influence of negative experience of the visually impaired in education (when it was not
adjusted for the needs of the visually impaired) on their further inclusion in the educational
process. I also focus on technology and technical aids and I give emphasis on the role of the
teacher teaching groups which consist also of visually impaired individuals. Apart from
pointing out these obstacles, it is my goal to propose suggestions for education which will
take into account the needs of visually impaired individuals. I used semi-structured interviews
to find out what kind of problems visually impaired adults face in education, how they try to
diminish or solve them, and what their attitude is to the question of what kind of knowledge
and abilities a teacher who teaches groups which also consist of visually impaired individuals
should have.
I found out that all visually impaired individuals have encountered obstacles in different
areas. However, these obstacles did not have a negative influence on their decisions for
further education. The results also show that the teacher plays an important role in
overcoming these obstacles, since many adjustments which are needed by the visually
impaired are carried out by working with the teacher.
Key words: individuals with special needs, visual impairment, education, obstacles with
education.
IV