Self-concept difficulties from childhood to youth in people with low vision
The present study had as its main objective to determine if children, adolescents, and young people with low vision, showed differences in the self-concept with respect to equal without visual difficulties. The total population of participants was divided into four age groups: 4 to 7 years, 8 to 11,...
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| Format: | Article |
| Language: | English |
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Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2017-11-01
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| Series: | INFAD |
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| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/999 |
| Summary: | The present study had as its main objective to determine if children, adolescents, and young people with low vision, showed differences in the self-concept with respect to equal without visual difficulties. The total population of participants was divided into four age groups: 4 to 7 years, 8 to 11, 12 to 17 and 18 to 30 years. The results of the various analyzes carried out showed that those affected by low vision obtained lower scores in some dimensions of the self-concept in the four age groups, compared with peers of normal vision. This leads to highlight the need to act in the psycho Self-concept difficulties from childhood to youth in people with low vision The present study had as its main objective to determine if children, adolescents, and young people with low vision, showed differences in the self-concept with respect to equal without visual difficulties. The total population of participants was divided into four age groups: 4 to 7 years, 8 to 11, 12 to 17 and 18 to 30 years. The results of the various analyzes carried out showed that those affected by low vision obtained lower scores in some dimensions of the self-concept in the four age groups, compared with peers of normal vision. This leads to highlight the need to act in the psychoeducational field to influence the adequate development of the self-concept from the early school years. It is concluded by making a call of attention to teachers involved in their education, in order to provide support in the curricular areas that require it and introduce methodological changes in the teaching-learning process that will help these children and young people to improve their selfconcept and academic performance, as well as to facilitate their social inclusion. |
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| ISSN: | 0214-9877 2603-5987 |