The Issue of Children with Visual Handicap School Matureness as One of Inclusion Determinants
| Autor: | Libuše Ludíková, Dita Finková |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Czech
education Scope (project management) media_common.quotation_subject Primary education language.human_language Term (time) Developmental psychology inclusion Perception visual disability diagnostics language General Materials Science school maturity Psychology Set (psychology) Inclusion (education) Pace media_common |
| Zdroj: | Procedia - Social and Behavioral Sciences. 106:2906-2913 |
| ISSN: | 1877-0428 |
| DOI: | 10.1016/j.sbspro.2013.12.336 |
| Popis: | What should we imagine when we hear the term school matureness? This term contains physical, psychical and social readiness of a child to enter the primary education system. The benchmark for entering is set in the Czech republic by the age of six, when certain criteria are met also by the age of five. In the case of children with visual handicap, the benchmark seems not to be ideal, so we usually talk about the delay of entering the primary education system. If we talk about those children, it is necesarry to take into acount the full scope of the progress pattern. The most frequent reasons for the delay are for example insufficient work pace, low perception level or intellectual abilities. |
| Databáze: | OpenAIRE |
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