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.
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