Barbora Hrušková, Rodičovství osob s těžkým zrakovým postižením Abstract (in English) The diploma thesis researches practical aspects of the parental role of persons with severe visual impairment. Its aim is to describe the experiences of visually impaired parents with preparing for the arrival of a child, with parental role and with childcare during a preschool age. At the same time it aims to chart the social services available to this group and to determine the extent to which they actually use these services, or whether they are missing some services. Due to differences in the availability of services in Prague and in smaller towns, the whole diploma thesis is focused on the territory of Prague. The theoretical part describes a person with severe visual impairment, including its specifics in different areas of life. It also deals with possible different aspects of parenting for people with visual disabilities. It provides a description of compensatory aids and explains their important role in the lives of visually impaired people. Next it acquaints readers with the possibilities of financial support for visually impaired parents primarily by the state. The conclusion of the theoretical part is devoted to listing and description of Prague organizations that provide some services for parents with severe...

A atenção conjunta é considerada, na literatura específica, como sendo uma habilidade fundamental do bebê para que este possa, a partir dela, estabelecer um conjunto de dimensões básicas no seu desenvolvimento cognitivo, social e afetivo. A atenção conjunta se refere a comportamentos como olhar na direção do olhar do outro, observar a face, a intenção e os interesses do outro, mostrar e compartilhar interativamente objetos com outros. Episódios de atenção conjunta, portanto, podem quase ser denominados de episódios de atenção visual conjunta. Esta capacidade, como dado eminentemente visual, tem sido considerada como crucialmente importante para o desenvolvimento da capacidade interativa do bebê, sendo indispensável para que este se socialize. Entretanto, ao se pensar estes processos em crianças cegas ou com deficiência visual severa, depara-se com a pouca quantidade de informação disponível em dados de pesquisas. Assim, a meta desta pesquisa foi investigar se ocorreu e como ocorreu a construção, o estabelecimento e a manutenção do processo de atenção conjunta em um bebê vidente e um bebê com deficiência visual severa, ambos em interação com os parceiros em seu entorno. Para tal, partiu-se da verificação de quais pistas sensoriais o bebê ou os parceiros circundantes se utilizam nas interações (se pistas visuais, táteis, vestibulares, auditivas, cinestésicas, olfativas ou gustativas) para iniciar, estabelecer e manter a atenção conjunta. Utilizou-se de estudo de casos múltiplos-exploratórios, envolvendo um bebê com deficiência visual severa e sua família vidente, fazendo-se um contraponto com um bebê vidente em uma família também vidente. O contraponto se mostrou importante para dar visibilidade a recursos e aspectos específicos do processo, e também preservar as características dos ambientes em que os bebês e suas famílias se encontram. A perspectiva sócio-interacionista permitiu a compreensão dos processos desenvolvimentais que ocorrem nestas situações. A construção do corpus se deu através de videogravações, posteriormente recortadas de acordo com sua relevância para a verificação da meta proposta, sendo as cenas selecionadas transcritas. Para a análise destes recortes considerou-se a abordagem microgenética, com aporte metodológico da Rede de Significações funcionando como proposta privilegiada e possibilitadora da compreensão da complexidade dos processos. Como resultados, verificou-se que para o bebê vidente, os dados encontrados confirmam o que a literatura específica indica como sendo o percurso típico para a construção da atenção conjunta. Para o bebê com deficiência visual severa, nota-se também, a partir de outras pistas que não as visuais, o estabelecimento e a manutenção do processo de atenção conjunta. Sugerem-se, entretanto, mais pesquisas a respeito destas questões, não só para se buscar mais dados a partir de outros bebês videntes e também com as mesmas características sensoriais diferenciadas da cegueira ou da deficiência visual severa, como também para contribuir com a construção de novos dados teóricos a respeito do tema. / Joint attention is considered, in specific literature, as a fundamental skill of the baby. Through this ability, the baby sets up a group of basic dimensions in his cognitive, social and affective development. Joint attention refers to behaviors like looking in the direction of someone else\'s gaze, observe the face, the intent and the interests of the other, pointing out and sharing objects interactively with other. Joint attention episodes, therefore, can almost be called joint visual attention episodes. This ability, basically as a visual fact, has been considered as crucially important for the development of the interactive capabilities of the baby, becoming essential for his socialization. However, there is few survey data about joint attention in severe visual impairment or blind children. Therefore, this research aims to investigate if occurs and how occurs the construction, establishment and maintenance of joint attention process in a seer baby, and in a severe visual impairment baby, both in interaction with surrounding partners. This work is intended to check what sensorial cues are being used, by the baby or by the surrounding partners, in their interactions (whether visual, tactile, vestibular, auditory, kinesthetic, olfactory or gustatory) to initiate, establish and maintain joint attention. It was choosen the methodology Exploratory Multiple Case Study, involving a severe visual impairment baby and its seer family, as a counterpoint to a seer baby and its seer family. This approach offered additional visibility to some specific aspects in joint attention, and, in addition, to preserving surrounding characters in which babies and their families are involved. The Social-Interactionist Perspective allowed the understanding of such developmental processes. Corpus Construction were captured on digital video recordings, subsequently prepared accordingly to the work goal and its relevancy. The selected scenes were transcribed. For the analysis of these clippings was considered a microgenetic approach. The Network of Meanings sustained the comprehension of joint attention processes and offers methodological support. As an outcome for the seer baby, this work endorses what specific literature indicates for the establishment of joint attention in a typical development child. For this baby with severe visual impairment, it was observed establishment and maintenance of joint attention process, from non visual sensory cues. However, it suggests more research on these issues to generate new contribuitions over the theme joint attention, not only to seer babies, but also to severe visual impairment babies. These future works might contribute to build new theoretical data on joint attention, in typical or even atypical sensorial conditions of development.

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A atenção conjunta é considerada, na literatura específica, como sendo uma habilidade fundamental do bebê para que este possa, a partir dela, estabelecer um conjunto de dimensões básicas no seu desenvolvimento cognitivo, social e afetivo. A atenção conjunta se refere a comportamentos como olhar na direção do olhar do outro, observar a face, a intenção e os interesses do outro, mostrar e compartilhar interativamente objetos com outros. Episódios de atenção conjunta, portanto, podem quase ser denominados de episódios de atenção visual conjunta. Esta capacidade, como dado eminentemente visual, tem sido considerada como crucialmente importante para o desenvolvimento da capacidade interativa do bebê, sendo indispensável para que este se socialize. Entretanto, ao se pensar estes processos em crianças cegas ou com deficiência visual severa, depara-se com a pouca quantidade de informação disponível em dados de pesquisas. Assim, a meta desta pesquisa foi investigar se ocorreu e como ocorreu a construção, o estabelecimento e a manutenção do processo de atenção conjunta em um bebê vidente e um bebê com deficiência visual severa, ambos em interação com os parceiros em seu entorno. Para tal, partiu-se da verificação de quais pistas sensoriais o bebê ou os parceiros circundantes se utilizam nas interações (se pistas visuais, táteis, vestibulares, auditivas, cinestésicas, olfativas ou gustativas) para iniciar, estabelecer e manter a atenção conjunta. Utilizou-se de estudo de casos múltiplos-exploratórios, envolvendo um bebê com deficiência visual severa e sua família vidente, fazendo-se um contraponto com um bebê vidente em uma família também vidente. O contraponto se mostrou importante para dar visibilidade a recursos e aspectos específicos do processo, e também preservar as características dos ambientes em que os bebês e suas famílias se encontram. A perspectiva sócio-interacionista permitiu a compreensão dos processos desenvolvimentais que ocorrem nestas situações. A construção do corpus se deu através de videogravações, posteriormente recortadas de acordo com sua relevância para a verificação da meta proposta, sendo as cenas selecionadas transcritas. Para a análise destes recortes considerou-se a abordagem microgenética, com aporte metodológico da Rede de Significações funcionando como proposta privilegiada e possibilitadora da compreensão da complexidade dos processos. Como resultados, verificou-se que para o bebê vidente, os dados encontrados confirmam o que a literatura específica indica como sendo o percurso típico para a construção da atenção conjunta. Para o bebê com deficiência visual severa, nota-se também, a partir de outras pistas que não as visuais, o estabelecimento e a manutenção do processo de atenção conjunta. Sugerem-se, entretanto, mais pesquisas a respeito destas questões, não só para se buscar mais dados a partir de outros bebês videntes e também com as mesmas características sensoriais diferenciadas da cegueira ou da deficiência visual severa, como também para contribuir com a construção de novos dados teóricos a respeito do tema. / Joint attention is considered, in specific literature, as a fundamental skill of the baby. Through this ability, the baby sets up a group of basic dimensions in his cognitive, social and affective development. Joint attention refers to behaviors like looking in the direction of someone else\'s gaze, observe the face, the intent and the interests of the other, pointing out and sharing objects interactively with other. Joint attention episodes, therefore, can almost be called joint visual attention episodes. This ability, basically as a visual fact, has been considered as crucially important for the development of the interactive capabilities of the baby, becoming essential for his socialization. However, there is few survey data about joint attention in severe visual impairment or blind children. Therefore, this research aims to investigate if occurs and how occurs the construction, establishment and maintenance of joint attention process in a seer baby, and in a severe visual impairment baby, both in interaction with surrounding partners. This work is intended to check what sensorial cues are being used, by the baby or by the surrounding partners, in their interactions (whether visual, tactile, vestibular, auditory, kinesthetic, olfactory or gustatory) to initiate, establish and maintain joint attention. It was choosen the methodology Exploratory Multiple Case Study, involving a severe visual impairment baby and its seer family, as a counterpoint to a seer baby and its seer family. This approach offered additional visibility to some specific aspects in joint attention, and, in addition, to preserving surrounding characters in which babies and their families are involved. The Social-Interactionist Perspective allowed the understanding of such developmental processes. Corpus Construction were captured on digital video recordings, subsequently prepared accordingly to the work goal and its relevancy. The selected scenes were transcribed. For the analysis of these clippings was considered a microgenetic approach. The Network of Meanings sustained the comprehension of joint attention processes and offers methodological support. As an outcome for the seer baby, this work endorses what specific literature indicates for the establishment of joint attention in a typical development child. For this baby with severe visual impairment, it was observed establishment and maintenance of joint attention process, from non visual sensory cues. However, it suggests more research on these issues to generate new contribuitions over the theme joint attention, not only to seer babies, but also to severe visual impairment babies. These future works might contribute to build new theoretical data on joint attention, in typical or even atypical sensorial conditions of development.

The World Health Organization (WHO) estimates 488 million people worldwide suffer from a visual impairment and of these about 327 million have severe visual impairments. Some individuals with severe visual impairments can navigate and orient independently in well-known surroundings, but even for these people independent navigation and orientation are likely to be a challenge in unfamiliar places. To overcome these challenges, assistive technologies have been developed to support independent wayfinding tasks; however, those with severe visual impairments often experience frustration when they try to use assistive technologies since these technologies lack address the environmental factors that influence their independent wayfinding. This research developed and evaluated the efficacy of a framework called an environmental user interface (EUI). In particular, this research explored whether or not the proposed EUI framework was effective when used with user-centered design (UCD) to design a wayfinding system to capture environmental requirements, thus aiding those with severe visual impairments. Two studies, the first of which consisted of a requirements elicitation and the second usability testing, were conducted. The studies revealed that the EUI framework was indeed more effective than the conventional UCD design method alone in identifying environmental factors, and participants with severe visual impairments preferred to use the prototype designed using UCD and the EUI framework. The proposed EUI framework was found to be an effective way to enhance the design process as it played an important role in eliciting a greater number of environmental factors, and hence produced a device that was preferred by the users with visual impairments. Both prototypes influenced how well the wayfinding tasks were performed by the five participants with severe visual impairments, but the prototype implemented based on the requirements elicited by UCD and the EUI framework was much preferred by the participants. / Ph. D.

In my work, I deal with motherhood from the perspective of mothers with severe visual impairment. I focused especially on parenthood planning, on the period of pregnancy, childbirth and stay in the maternity ward and on the care for the child from birth to the age of three. I was interested to find out, whether visually impaired mothers encounter prejudices on part of the well-sighted people, whether they were worried that they could give birth to a handicapped child, what are the difficulties that severely visually impaired mothers come across most often in the individual period of development of the child, if and how education of children is different from the perspective of visually impaired parents from the perspective of well-sighted parents and also whether the child growing up in a family with at least one visually impaired parent is deprived of something or whether, on the contrary, this family situation has any advantages for such child. The objective of my diploma thesis is to map out various aspects of life of visually impaired mothers with small children in the greatest detail, directly from the point of view of those women. I attempted to achieve this objective by means of a qualitative method research, in particular in the form of a structured interview with six visually impaired mothers.

This dissertation thesis focuses on life quality of visually impaired people. The aim is to give an answer to a research question which was: How an indepedent, unsupported movement activity influences the quality of life of visually impaired people. Research that is bases on defition of the basic theoretical concepts and attitudes including its terminology is realized in form of the analysis of available sources and in form of the regulated, controlled interviews. This thesis identifies the aspects of life improvement as a result of independent activity and of training of spatial orientation as well as the determinants that set and specify the extent and the degree of this improvement in the individual cases. Although nowadays, the situation and the visually impaired people s lives are being improved, it is necessary to continue this trend and to come nearer the vision of new coming inclusion. Key words: quality of life, severe visual impairment, mobility and orientation, barriers, self-care

The work gives a comprehensive overview of the education of students with severe visual impairment, focusing on teaching language education. Currently, more and more advancing the concept of integration / inclusion of pupils with special educational needs in mainstream education are the teachers in mainstream schools subject to requirements that the process of integration / inclusion of these pupils were able to cope. It is therefore necessary that the teachers have to orientate in this field, and especially to know who can work with, who to turn to. To create a homogeneous group within the class is very appropriate for the pupil with severe visual impairments to participate in any activities with their peers, under which, inter alia, the work also comes with teaching aids. To support such a common activity, I made a technical cooperation tactile teaching materials focusing on language education. You can also use the intact classmates in the classroom, which could eliminate the differentiation of students "without " and "with" special educational needs as much as possible.

The topic of this thesis is the situation of families with children having severe visual or multiple disabilities, examined from the father's standpoint. The aim of this thesis is to map out (explore) the lives of fathers whose children have severe visual impairments or multiple disabilities from their subjective point of view. The focus will be on the process of accepting disabled children, the fathers' experiences, their behavior and expectations in relation to the children, their spouse / partner and other family members. In addition, the focus will be on their view of the relationship between the larger society and individuals with disabilities, including organizations dealing with this issue. For the purposes of qualitative research "What it is like to be a father whose child has a severe visual impairment," a method of semi-structured interviews for data collection will be used. The Grounded Theory method will be used to analyze the data obtained from the research. Powered by TCPDF (www.tcpdf.org)