Abstract
Orientation and mobility skills are special skills that must be mastered by children with visual impairment, thus an orientation and mobility intervention program is important to develop. Fear or anxiety in children with visual impairment related to orientation and mobility can be caused by fear from within the children or from the environment. Personality, motivation, psychosocial factor, and family and community attitudes all contribute to one's reaction to mobility activities independently. This research aims to reduce the fear of children with visual impairment in performing orientation and mobility activities by implementing an intervention program through bibliotherapy technique. This research is a case study research with a qualitative approach. Bibliotherapy was carried out on two young children with visual impairment. The results of the program implementation show that children's fear or anxiety could be reduced in both cases in this research as seen by autonomous moves of the two children from the mother and caregiver and began to learn to trace the walls of the room.
Highlights
Visual impairments are one of the causes of childhood disabilities
This research aims to reduce the fear of children with visual impairment in performing orientation and mobility activities by implementing an intervention program through bibliotherapy technique
Concept development is an important tool for overall development in both alert children and children with visual impairment, in addition to efficient teaching and learning (Olayi & Ewa, 2014, in Arslantekin, 2017)
Summary
Visual impairments are one of the causes of childhood disabilities. For children with visual impairments, the ability to move (mobility) independently and confidently will greatly affect their learning experience. Visual experience is very important to help children in their learning to integrate sensory information. Children with visual impairment experience unfavorable development because they must rely on senses other than their vision. The lack of visual stimulation negatively impacts various areas of development (physical, cognitive and language) in children (Tuncer, 2004 in Arslantekin, 2017). They usually experience delays in concept development (Budd, 1998, in Arslantekin, 2017). Concept development is an important tool for overall development in both alert children and children with visual impairment, in addition to efficient teaching and learning (Olayi & Ewa, 2014, in Arslantekin, 2017). For children with visual impairment, they need to learn how to integrate their senses by touching, smelling, tasting, and using their remaining vision.
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