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STAGE DIAGNOSIS REGARDING THE IMPROVEMENT OF STATIC BALANCE OF VISUALLY IMPAIRED PUPILS THROUGH THE USE OF DIFFERENTIATED INSTRUCTION
Abstract
Purpose: the aim of this research is to fulfill a comprehensive analysis of the static balance of visually impaired people. This experimental study wishes to improve balance by applying some differentiated operational modules, created in accordance with the results obtained in the initial evaluation. Methods: in this study we used as method the differentiated instruction. In special schools, because of the low number of the pupils from each class, the differentiated instruction becomes a prime element for orienting the activity. A very important matter of differentiated instruction is the content adaptability to the particular characteristics of the subjects. These particularities of the pupils are concretized in respecting some aspects regarding the motoric potential and ophthalmological disease. In order to carry out the experimental research, we have chosen the 7th A and 8th A grades, meaning a total number of 16 pupils from the special school. An initial assessment that targeted static balance was applied. Two tests were used in this matter. We mention that these two tests were adapted, meaning that time was not imposed, but the time was recorded for the period in which the subjects could maintain the position indicated by each test’s protocol. After applying the initial assessment, two value groups were established for each class involved in the research. Separating pupils into different value groups was followed by applying the differentiated program, which consisted of operational modules for each value group. At the end of the program, pupils were again evaluated, using the same assessments from the initial evaluation. Results: to confirm the efficiency of the differentiated program, we compared the mean from the initial and final evaluation. Conclusions: the analysis of the results shows an improvement of static balance for visually impaired pupils through the use of differentiated instruction, which makes from this method a main condition to streamline the instruction and education process.
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References10
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