Application of Learning Mobility Orientation on Social Skill of Blind Children

Abstract

Visually impaired children within aged of 7–8 years old often face problems dealing with the adaptation in the environment. They have very low social skill and turn into dependence on their parents. Further, they need developing their self-confidence towards social skills. Mobility orientation, learning was one of the learning strategies that aimed to improve their social behavior in the environment. The purpose of this study was to develop the social skills of blind children in interacting with the environment and peers. This study involved a single subject research method (SSR) with A-B-A design. The subject of the study consisted of 3 blind children within 7–8 years old. The results showed that there was a significant improving in their social skills and independence during their daily lives. The female children tended to have some difficulties during the school activities compare with the male children. The family’s involvement is important to be used for helping them during the learning adaptation process with the environment. In short, the social skill development really matters for the blind children as they can imagine what kind of places where they are.

Bibliotherapy Development to Improve Environmental Mastery: Psychological Well-Being for Blind Students

“…Due to a lack of mental preparation before entering an unfamiliar context, blind students often believe that they have failed in their attempts to build social skills. As a result, they avoid social interactions, withdraw from their environment, and become indifferent [2]. This is as related to research which states that the characteristics of low scores on individuals have an impact on the lack of responsibility, low social skills, and tend to be controlled by the environment [3]- [7].…”

Orientation and Mobility Skills for Children with Visual Impairment

“…Yönelim, görme yetersizliği olan çocuğun görme, işitme, kinestetik ve koklama duyularını kullanarak çevresine göre, bulunduğu konumu ve çevresindeki diğer nesnelerin birbirlerine olan konumlarını ilişkilendirmesidir (Hill ve Ponder, 1976). Yönelim becerileri, çocuğun nerede olduğunu ve oraya nasıl gideceğini bilmesi anlamına gelir (Idawati, 2020). Çocuğun çevreyle ilgili işlevsel bilgi edinimini ve kullanımını sağlar.…”

“…Orientation involves visually impaired children utilizing their sight, hearing, kinesthetic, and olfactory senses to comprehend their position in their environment and the presence of other objects around them (Hill & Ponder, 1976). Orientation skills refer to the child's awareness of their location and their ability to reach a desired destination (Idawati, 2020), enabling them to acquire and apply functional knowledge about their surroundings. These skills include using cues, signs, indoor/outdoor numbering systems, measurements, and compass directions (Altunay, 2003;Hill & Ponder, 1976).…”

An Analysis of Basic Interaction, Communication, Team Building, and Problem-solving Skills of Primary School Students in Marching Band Activities

“…If this process does not work well, anti-social behavior will emerge. Social behavior on children depends on three things; first, their desire to live in a social environment; second, how do they develop their behavior for the better; and third, intellectual abilities about their understanding of the relationship between social behavior and the ease of interaction in their community (Idawati et al, 2020;Ruskandi et al, 2019;Altaftazani et al, 2020). One way to instill social skills can be done through extracurricular activities in schools.…”