Opismenjevanje otrok s slepoto

Abstract

Literacy of children with blindness Literacy and reading for children with blindness is a relatively unknown field, as the topic is not covered in any national research, and due to the specific way of reading Braille, a comparison with sighted peers does not give a clear picture. A child with blindness has less incentive to develop, explores less, and learns less through imitation, so we need to help him/her with certain methods and aids to catch his/hers peers. Literacy for children with blindness due to the use of braille is different from that of sighted peers, so preparations for literacy are very important, where in addition to developing vocabulary, orientation and coordination with planned exercises, we must also develop the child’s tactile skills. With systematic tactile stimuli, the sensitivity of the finger pads increases, which is a prerequisite for successful reading of Braille. A child with blindness does not encounter the graphic image of letters as a sighted peer at every turn, so we offer him/her the opportunity to get to know the letters in Braille in his/hers everyday environment. Adapted materials and planned activities are suitable for this, such as getting to know the wall tactile fairy tale, book in the box, reading tactile pictures, tactile games and tasks, tactile picture books and tactile kamishibai. Only through systematic work and the earliest possible holistic treatment will the child be able to reach his or her sighted peers in the field of literacy as well. Key words: literacy, children with blindness, tactile rebus, tactile picture book, book in the box, tactile kamishibai