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beyond visual confirmation cap.2

today hoping to please all those operators who are engaged in the field of inclusive education for pupils with SEN and in particular visual impairment, we publish ilSecondo Chapter of Maria Stefania Dolcino Bolis: "Beyond 'the visual confermma. CHAPTER TWO


The ability to analyze and summarize touch on the matter and form



Who owns the integrity of the senses - sight, hearing, smell, taste, touch and kinesthetic sense-difficult, because of the naturalness which is the reciprocal compensation, pause to ponder the collaboration by the sensory receptors in the brain.
Even less frequently is considered to have great weight of the experience gained through sensory perception, the same type of reception and interpretation.
Consider, for example, a child of four years already conscious of a certain positional relationship between objects, already owner of a certain concept of shape and size, yet devoid of the awareness that our eye perceives a distorted reality. E 'likely to draw a flower with an approximate shape of a flower, as well as be able to play a child - himself? - Already has a functional form. Perhaps he will also relate the two, but "in his own way", not as the eye sees them. You can size them according to a cutting emotional, psychological, functional, social, but certainly not objective, not according to a mathematical aspect ratio.
His mind, driven by the experience of a continuous rehabilitation, will develop their ability to receive in the brain, until experience and maturity nervosa have reached a level of mutual confirmation. At that moment the consciousness of the effect of perspective with which our mind, through the visual channel, perceives reality, even justify any previous experience as an incidental fact, not yet accepted as a result of a very precise way of processing environmental stimuli by sensory receptors.
The blind child, on the basis of an ever more tactile experience, this way compensate with other forms of evolution. So every target cognitive understanding of reality, will built step by step on mental reworkings of experience acquired through the sense of touch, backed by the kinesthetic, by hearing and smelling; experience that in this case will be "pinned" waiting for a good time to turn them into postulates.
The compensation of the lack of formal perception "Remote" or purely visual, however, occurs through acquisition of a different space. This is structured in a particular expertise which should be encouraged, at least until the boy, not only to understand the value and purpose.
Because the mind can rework the correct formal concepts, experiences tactile and positional handbooks aimed at the knowledge of certain Items must be guided so as to increase the quality at the same time they will be classified on the basis of a sufficient quantity so that you can build a "rule" in shape, position or function.
One may therefore say that each of the levels of perception has achieved the synthesis of a series of revisions, which, by trial and error, have produced a different degree of knowledge and certainly higher.
knowledge that it is very difficult to understand for those to whom the sense of sight is no defect in this respect, it may even become an interference. For example, if you do not have the sense of hearing, touch membrane type skin sheepskin, stretched over a frame, you can certainly draw some knowledge of percussion instruments. Although, in fact, the visual image of the drums is very different in form-vision from that of a flayed skin, the sense of touch recognizes current experience (what you feel under the fingertips) the 'affinity between the two objects. Of course, if you can not touch the object, and in the absence of loudness, for the subject is certainly more difficult to detect a resemblance.
In the same situation, a blind person, using a light touch inspection - even a vague shredding - correlerà the two objects through the essence refines them. In this If the visual image is totally vicarage from the hearing. In both cases, however, reveals the tactile inspection is crucial for defining objects, and how the tactile image is prevalent, than the visual and aural, in their definition.
It can be inferred that: The general perception is given by the summation of the various mental images that complement each other and, simultaneously, by the assurance gained from the experience, which offset each other and sharpen one another.
Here's another example: the visual image of a circle positioned at an angle of 45 ° to the horizontal plane is an ellipse, but only the overlapping tactile experience kinesthetic and allows the viewer to evaluate the slope, consequently established that tilt more depth than give a distorted image that would occur on planes perpendicular to the spatial reference system. This image, in effect, is "natural", but only the complex web of feelings and patient before proprioceptive, and exteroceptive of space, will allow an objective assessment, defining the real position of the object as "remote" and despite the obvious contradiction of the message exclusively visual.
The tactile image comes also from a formal research experience deep, rich and, par excellence, since proprioceptive Targeted identification of themselves with a form that is by its very essence.
writes Maurice de Sausmarez 1: "You could draw only tactile indications following [...] training to transfer themselves in the presence of a substantial form." Of course, as regards the control of any graphic production, this refers to those who have the sense of sight intact, but I would not see drawbacks to such an experiment, when referring to a plastic reproduction of the object, even for those who have possibility of low or no visual feedback. In fact I strongly believe that in the sculpture, the view may come to disrupt the goal of reproducing the three-dimensional, because from the point of changing light and according to the orientation of the light source, the shape takes on different values, creating and denying volumes that contribute to the ambiguous form "absolute" 2.
The tactile sensation of space by the perception of existing formal relationship first with yourself - and more precisely with our bodies as regards the environment, "man-size", and with our hand with regard to the formal units minimum "a measure of hand" - then part of the object 3, and finally in the relationship between form and space that contains or that it is defined.
The auditory perception, combined with perceptions of temperature, olfactory, gustatory and kinesthetic, cognitive process completes the construction of a certain "image" of mind, which can be "fully aware of the overall experience or knowledge of a material aspect of reality 4.
"It is clear that the blind will get increasingly accurate representations more will use his body as a receptor of stimuli," wrote Luciano Paschetta, and again: "The haptic-kinesthetic perception establishes and guarantees the possibility of knowledge of the blind " 5.
Even in disadvantaged person on a psychic level, the sense of touch is crucial for the assimilation of form as something of their own, lived. It also is consistent in its value of direct experience for the immediate feedback that is good as long as the carrying capacity, operates proprioceptive. The child "hears" with her own body, becomes part of the same shape and quality of the material, in the most instinctive and natural, without having to rely on logical comparisons, he can come to structure a mental image, perhaps in part Perhaps the skin, but already consistent with the nature of the object.
I still worthwhile to note that unlike the visual sensation, the tactile feeling better captures the spatial aspect in small objects, and requires Instead of a piecemeal analysis - then a reconstruction involving spatial delayed - in the larger objects, that is not containable between the two hands or at least not relate easily with the average size of our body. This is due to greater mastery of the proprioceptive sense, allowing us to identify with a form when we are able to synthesize it. I do not think that it is inappropriate to treat with the "glance" view, the mental image that immediately comes tactile inspection of an object "microscopic."
capacity for analysis and synthesis of tactile, so I mean the ability to relate properly the intrinsic relationship of form, proportion, consistency, temperature, surface finish, weight gain, "size" of any object, as detected through the sense of touch and with any other sensory experience that is defined by channels that are not strictly visual, which can give rise to different mental images.


Card: analysis of an object.
observation tour of its capabilities (performed in class)
Objective: To streamline the perceptions and translating them into information
Features Item: inspected by hand, in this case is a small wooden prism

Ins. "Inspect the form and tell me what it is. "
Sara: "It 's a small parallelepiped.
Ins. "Be more precise ".
Sara:" It 'a triangular base.
Ins. "Well, then it is a prism. Now tell me what material is ".
Sara:" E 'Wood. "
Ins." Why? ".
Sara:" Why is wood.
Ins. "Try to explain what particular do you think that is wood.
Sara: "Has the surface a bit 'striped in some points."
Ins.: "I'll help ... If it was iron ...?".
Sara: "It would be heavier."
Ins. "Well, then what?".
Sara: "It would be rusty.
Ins." Strive to imagine that the metal ...".
Sara: "Cool."
Ins. "See, with a bit 'of attention to the feelings that you have streamlined the object produces in you and give you information about its features: its shape, the material is made, its weight, its surface, its temperature and its size " .


will soon be published on the third chapter.
In the meantime, your comments are always welcome.


Louis
Information:
info@centrocresci.it

Website:
www.centrocresci.it
1 M. de Sausmarez, Basic Design: The Dynamics of visual form, Calderini, Bologna, 1974.
2 to create "absolute" means the form in the absence light or exposed to light and total uniform provided that, from the point of view, corresponds to the absence of depth, this being given just by the contrast of light and shade.
3 For example, the relationship between weight and size, which gives immediate information about the density of the material which forms the object.
4 For knowledge means: the intrinsic and extrinsic.
5 L. Paschetta - G. Oberto, the blind child in every school, Omega, Torino, 1983, where "haptic" is the perception that comes from the tactile sensations of the hand.
Even in disadvantaged person on a psychic level, the feeling Touch is essential for the assimilation of form as something of their own, lived. It also is consistent in its value of direct experience for the immediate feedback that is good as long as the carrying capacity, operates proprioceptive. The child "hears" with her own body, becomes part of the same shape and quality of the material, in the most instinctive and natural, without having to rely on logical comparisons, he can come to structure a mental image, perhaps in part Perhaps the skin, but already consistent with the nature of the object.
I still worthwhile to note that unlike the visual sensation, the tactile feeling better captures the look small objects in space, and requires instead a fragmented analysis - then a reconstruction involving spatial delayed - in the larger objects, that is not containable between the two hands or at least not relate easily with the average size of our body. This is due to greater mastery of the proprioceptive sense, allowing us to identify with a form when we are able to synthesize it. I do not think that it is inappropriate to treat with the "glance" view, the mental image that immediately comes tactile inspection of an object "microscopic."
capacity for analysis and synthesis of tactile, so I mean the ability to relate properly to the inherent relationships of form, proportion, texture, temperature, surface finish, weight gain, "size" of any object, as detected through the sense of touch and with any other sensory experience that is defined by channels that are not strictly visual, that can cause different mental images.


Card: analysis of an object.
observation tour of its capabilities (performed in class)
Objective: To streamline the perceptions and translating them into information
Features Item: inspected by hand, in this case is a small wooden prism

Ins. "Inspect the form and tell me what it is. "
Sara: "It 's a small parallelepiped.
Ins. "Be more precise."
Sara: "It 'a triangular base."
Ins. "Well, then it is a prism. Now tell me what material is".
Sara: "E 'Wood."
Ins. "Why?".
Sara: "Why is wood."
Ins. "Try to explain what particular do you think it's wooden.
Sara: "Has the surface a bit 'scratched in places."
Ins. "If it'll help ... iron ...?".
Sara: "It would be heavier."
Ins. "Well, then what?".
Sara: "It would be rusty."
Ins. "Strive to imagine that the metal ...".
Sara: "Cool."
Ins. "See, with a little 'attention to the feelings that you have streamlined the object produces in you and give you information about its features: its shape, the material it is made, its weight, its surface, its temperature and its size.


will soon be published on the third chapter.
In the meantime, your comments are always welcome.


Louis
Information:
info@centrocresci.it

Website:
www.centrocresci . it

Witty Rsvp Wording - Alice In Wonderland

Beyond visual confirmation of the cap. 1

resume publication of the book by Maria Stefania Dolcino Bolis, "Beyond the visual confirmation."
this text we consider very useful not only for professionals but can be a valuable support for all those who come for the first time on problems related to school integration of children with visual impairment. CHAPTER ONE


Mastery of the body schema


During growth the child matures, the concept of body image, a concept that evolves with the development of all physiological and cognitive functions in relation to its environmental and cultural integration.
With the knowledge of its physical structure and functional, the boy takes note of its potential vitality, creativity and relationships. In
boy who is blind, or with intellectual disabilities or motor, the ability of spatial relations, physical objects, environments and people, can be severely restricted if in the early yearsof life, he is encouraged to seek the relationship and familiarity with the environment and all that it contains.
course in early childhood skills of relationship will be extended primarily to people in the family, and before that, the relationship with her mother - the first area where the creature must be able to differentiate themselves by identifying as a person with specific characteristics - and, below , objects of primary necessity. Will gradually acquired the first reports of use of space, so a prior knowledge of this, combined with a first strictly functional evolution (eating, dressing, moving, particularly in confined spaces, walking, bathing, playing) in the case of the child who is blind, was largely tactile. At the same time develop the ability to report, namely the ability to gradual acquisition of affective autonomy, better described as the ability to organize themselves in space and time, controlling more and more emotional tensions in order to rationalize the way of life and self ' environment.
With the school placement and the first approach to reading and writing 1, the child tends to concentrate its ability to perceive the acquisition of decoding skills and production of written texts. He is often deeply gratified by the cultural school that offers, along with how much comes from personal relationships with peers. He now knows and knows how to use the space strictly necessary to live and have the essential emotional relationships, and above all is the master of the first essential means to learn, communicate, and create rich spiritually. In
blind boy, everything that has acquired so far, apart from the superficial knowledge of the object, he has been transmitted orally, so, for example, the bodily experience of comfort or discomfort, of being still and of 'be in motion, retracing a route of known by themselves, or the inner experience of being happy or sad, in the presence of strangers or friends. All that is usually learned through visual transmission, the guy blind or visually impaired, he has to learn through the senses, and partly through the oral description of teachers, peers and sometimes by the intervention of random strangers. What is reported, however, has the distinction of being filtered, interpreted by others can not therefore be transmitted or learned
a truly objective or, more precisely, personal.
Even with intellectual disabilities or mobility, and therefore in all cases in which the perception is limited - either for lack capacity decoder, mnemonic or logical, for an effective reduction of motor potential which results in a reduced experience of movement - the child can not reach with the only means that it has, the quality of cognitive age. We'll talk more in depth with these specific cases, addressing the topic of spatial conception.

During adolescence the individual research, often with major crises, the definition of their personality. In this sense, then, and as I said in the introduction, I think the school should provide the tools and make known the means that can allow an adequate search of themselves and their own human and social identity.
The boy who is blind, more than others, may feel overwhelmed by depending on others and still want to feel, as much as his peers, "great", adult, free to express itself according to its nature, is not totally satisfied by friends and many things to learn: she wants to be master of himself. E 'at this stage of evolution to occur, with urgency and arrogance, the need to be able to manage its corporate and the environment.
I think I on track to understand this new time of growth, saying that in it, the young man who is blind, if he wants to make a qualitative leap of cultural autonomy and integration environment, has call into question the whole concept of space prprio earlier. In
blind child, the transition from sensation to sensation proprioceptive and exteroceptive occurs spontaneously when directly through the senses, he acquires or awareness of perceiving and belong to the outside world. The view in the formation of this concept is the way to get immediate feedback of bodily sensations, psychological, and anatomical nerve, regardless of personal will to make that finding, or the level of individual consciousness: "The body is a privileged space perceived from within, "said André Lapierre 2" and that, little by little, we organize and structure report on its axis [...]. Then you can project themselves outside. It will then be possible to situate the objects in relationship to itself, in reference to his body, and later we will define itself in relation to objects. Only after you have consolidated these two stages the child will be able to organize the world outside of himself, that is to place objects in relation to each other, but always with an implicit reference point and more or less conscious of its own body space.
In the absence of the sense of sight, what are the procedures and timing of formation of the concept of the body, understood as a body that perceives itself in its external projection, and then as the body integrated integrantesi a field beyond himself? Up to that point may be helpful: the explanation and examples transmitted orally? And as far as the records will be meaningful and internally persuasive nell'esempliflcazione? What value will have the terms related to space, movement and the relationship of the form with the space that contains it?
The boy who is blind is related, even more than his companions, at that point of reference implied in their body space, has made very good use, in fact, to gain mastery of their tactile sense, reading and writing Braille and proper posture in relation to itself and in relation interpersonal sphere limit for everyday life. I think you make the call every time there is a need to reorganize your space, if only in exchange for hours of lessons or in the change of activity or party.
Here, at this point that I wonder when and how, in the young blind person begins to form the view object as an entity that has its own structure, with reference points outside the human body space, and in any case independent of any extrinsic fact that those features are its "own" a matter of proportion and mutual relationship with other objects.
And I also wonder how, in the absence of an adequate education "Space" understood as the movement led education, together with the specific vocabulary, which is flanked by the immediate feedback tactile-kinesthetic (posture, movement, texture and physical size of the object and space), the individual may form a real concept of space , time - and therefore the move - especially outside their area of \u200b\u200bthe body.

do not know if I get the idea, but willing to conclude the discussion on the first requirement, describe briefly what was discussed, as well: for rich and deep mastery of the body schema mean the ability to organize time and space, no longer constrained by the intrinsic qualities of an object, but extended to wider world of relationships between objects. Among them is also included their own body seen as a moving object - or in any spatial relationship with one or more other objects - is seen as a proportion of body size in relation with these - that is, in relation to space that contains it.

The publication of the next chapters will be made weekly.
If you feel your comments are welcome.

Information:
info@centrocresci.it
or:
luiscer@tiscali.it
In the case of a visually impaired boy, the perception and decoding is also refining the use of touch, with Braille.
2 See André Lapierre, The concept of locomotion and its evolution, Madrid, 1976.