Educational Materials for Visually Impaired Children

Abstract

Individuals born blind can recognize things and objects by touch. However, in nature, there are many entities and situations whose appearance and characteristics, as they develop and evolve, cannot be recognized by touch, unlike the creatures we can only see in pictures, documentaries, or zoos. This invention aims to introduce individuals born blind to these entities and situations that they cannot recognize by touch, while simultaneously supporting their cognitive development processes such as sequencing, grouping, distinguishing, and creating narratives about events, situations, and entities according to their time of occurrence, all while educating and entertaining them.

Description

Educational Materials for Visually Impaired Children Technical Area The invention is an educational program developed for visually impaired and typically gifted children aged 4-12 years. It is related to the material. State of the Art Children born blind can recognize things and objects by touch. However, There are many things in nature that we cannot touch and thus recognize. The sky, mountains, seas, the overall appearance of a tree, a situation, an entity in its formation, its development, the forms it takes while being made, forms that are not present in our immediate environment, but are seen on television, in zoos, or in print. Like living things that we can see as pictures in materials. Many beings, situations, touches, and in this way... The lack of opportunity for recognition prevents visually impaired children from having a realistic perception of these entities and situations. This prevents them from acquiring these skills. They may lag behind their peers in some cognitive abilities. In addition to these, children's cognitive development, social-emotional development, language development, and psychomotor development, There are developmental areas such as sexual development and moral development. These developments occur during childhood. The foundations of their development are formed. Play and toys support children in this development, They are crucial in preparing them for the future. They are very important educational tools. Therefore, there are many toys and educational tools on the market designed with children's developmental areas in mind. There are many such toys and educational materials for typically developing children. While such toys and educational materials exist, they are almost non-existent for visually impaired children. It is few. All of this has necessitated an improvement in the relevant technical field. Purpose of the Invention The primary purpose of the invention is to create a device that can be used by expert educators or non-expert adults. Starting from preschool, visually impaired children can be helped with three-dimensional models; I. The stages a caterpillar goes through until it turns into a butterfly, from a chick hatching from an egg... from the stages it goes through until it becomes a chicken, from the beginning of building a house how they look and what forms they take during the stages they go through until they are finished, a On the other hand, it is one of the cognitive development processes, namely sequencing an event according to the time it occurred. to create a training tool to support their skills II. Marine animals, wild animals, polar animals, reptiles, flying animals unlike animals, which are not in their environment and cannot be recognized by touch, normal those that are developing can only be seen on television, in zoos, or 35. The appearance characteristics of entities that can be seen as images in printed materials. It will help them understand, while also improving their perception, attention, grouping, and discrimination skills. will support the development of their cognitive skills such as storytelling and narrative creation. The goal is to create an educational tool that will educate while entertaining. The training kit includes the following materials: 1 The set consists of eight boxes. Each box contains different materials. These are as follows: Box 1: 4 models showing the stages a caterpillar goes through until it becomes a butterfly. Second box: 5 models showing the stages a chick goes through from hatching to becoming a chicken. Third box: 6 models showing the stages of house construction. Fourth box: 9 sea animal models (starfish, octopus, lizard, crab, snail, swordfish) fish, seahorse, jellyfish, stingray) Box five: 9 flying animal models (Bee, bat, vulture, owl, flamingo, stork, eagle, butterfly, pelican) Sixth box: 11 wild animal models (Bear, lion, monkey, elephant, giraffe, deer, rhinoceros, kangaroo, tiger, hippopotamus, kuala) Seventh box: 10 polar animal models (penguin, seal, polar bear, walrus, reindeer, polar bear) rabbits, musk oxen, Arctic terns, Arctic foxes, lemmings Eighth box: 7 reptile models (snake, Komodo dragon, iguana, crocodile, chameleon, Lizard, Gila monster) A total of 69 materials. Detailed Description of the Invention APPLICATION: The first box contains four models illustrating the stages of a caterpillar's transformation into a butterfly. The first stage... It is the egg stage of the caterpillar. The first tool for this is a leaf model with an egg on it. In the second stage, the caterpillar hatches from the egg and transforms into a caterpillar. For this, the second tool is a caterpillar model. The third stage is when the caterpillar remains inside the cocoon. For this, the third tool is hanging from a tree branch. It is in the shape of a cocoon model. The fourth stage is when the caterpillar transforms into a butterfly. The fourth tool for this is... It is shaped like a butterfly. In the first stage, the instructor explains the stages the caterpillar goes through until it becomes a butterfly, step by step. To help visually impaired individuals understand the stages of development during these explanations, models illustrating each stage are used. He gives them to the child to touch and examine carefully. First, he shows them the first stage, the caterpillar's egg. After describing the situation, she gives the child a leaf model with an egg on it, letting them touch it. It allows the child to examine it. Then it describes the second stage, the caterpillar phase. After describing it, it gives the caterpillar model to the child. He gives it to them, allowing them to examine it by touch. Then he describes the third stage, the cocoon phase. After describing it... The teacher gives the child a model of a cocoon hanging on a tree branch, allowing them to examine it by touching it. Finally, they show the caterpillar turning into a butterfly. She describes its transformed form. After describing it, she gives the butterfly model to the child to examine by touching it. This provides visually impaired children with the opportunity to learn through touch, something that is not available in their immediate environment. It attempts to help him understand the forms and appearances of an event that hasn't happened yet, as it unfolds. In the second stage, the facilitator places the models on the table in a mixed order. The child is asked to place these models on the caterpillar. The child is asked to arrange the 35 stages of development in the correct order. The child who arranges them correctly is applauded and praised. It rewards and encourages the visually impaired child with moral reinforcements such as these. In this way, the cognitive development of the visually impaired child is supported. This helps develop the ability to sequence events in processes according to their time of occurrence. LEARNING OUTCOME: Perception, attention, memory, sequencing events according to their time. The second box contains 5 models showing the stages a chick goes through from hatching to becoming a hen. There are 40. The first stage is the egg form of the entity. For this, the first tool is in the form of an egg model. The second stage is cracking the egg. For this, the second tool is in the form of a model of a cracked egg. 2 The third stage is that the chick has completely broken out of the egg. For this, the third tool is a broken egg. It is in the shape of a chick about to hatch from an egg. The fourth stage is the chick stage of the being. This The fourth tool is a chick model. The fifth stage is when the creature has become a chicken. The fifth tool for this is in the shape of a chicken model. In the first stage, the practitioner observes the stages a chick goes through from hatching in the egg until it becomes a chicken. It describes the stages. After describing them, it explains the stages so that the child can understand the state the child is in at each stage. He gives the models to the child. He asks them to touch and examine them carefully. First, the first stage, the chick... He describes the shape of an egg. After describing it, he gives the child a model of an egg. The child touches it... It allows for examination. Then it describes the second stage, the cracking of the egg. After describing it, it explains the cracking process. The doctor gives the child a model of an egg. They let the child examine it by touching it. Then, they carefully examine the chick's egg. The process of breaking something is explained. After explaining, the child is given a model demonstrating this process to hold by touch. It allows for examination. Then it describes the fourth stage, the chick stage. After describing it, the chick... He gives the model to the child to examine by touching it. Finally, he shows the chick growing into a hen. He describes the situation. After describing it, he gives the child a chicken model and lets them examine it by touching it. in a way that does not involve the visually impaired child's environment, where they do not have the opportunity to learn through touch. It attempts to help the individual understand the various forms and characteristics of the event as it unfolds. In the second stage, the facilitator places the models on the table in a mixed order. The child is asked to place these models on the chick. He asks them to arrange the stages of development in the correct order. The child who arranges them correctly is applauded and praised. It rewards and encourages the visually impaired child with moral reinforcements such as these. In this way, the cognitive development of the visually impaired child is supported. This helps develop the ability to sequence events in processes according to their time of occurrence. LEARNING OUTCOME: Perception, attention, memory, sequencing events according to their time. The third box contains 6 models showing the stages of building the house. Each model starts from the beginning... Showing step-by-step what a house looks like during its construction until its completion. They are models. In the first stage, the contractor explains the stages of building the house. After each stage is explained, The teacher gives the visually impaired child a model showing how the child looks at each stage. By touching it... It allows for examination. In this way, a visually impaired child has the opportunity to learn through touch, whereas they would otherwise not have that opportunity. It attempts to help the individual understand the various forms and characteristics of the event as it unfolds. In the second stage, the facilitator places the models on the table in a mixed order. The child is asked to build the house. The child is asked to arrange them in the correct order. The child who arranges them correctly receives applause, appreciation, and other moral support. It rewards and encourages with reinforcers. In this way, it supports the cognitive development processes of the visually impaired child. This helps develop the ability to sequence events in chronological order. The fourth box contains 3D models of 9 sea animals. (Starfish, octopus, lizard, crab, snail, swordfish, seahorse, jellyfish, stingray) 35. In the first stage, the practitioner explains what marine animals are. What they eat They describe what kind of animals they feed on and what characteristics they possess. While describing them, they show models of these animals. He gives them to the child to touch and examine. Starfish, octopus, lizard, crab, He allows her to examine the models of snails, swordfish, seahorses, jellyfish, and stingrays one by one. Then... He places these models on the table in a mixed order. He asks the child to pick one up. The animal that the child touches... He asks the child to remember which one is number 40. In this way, the visually impaired child learns to touch things that are not present in their environment. It tries to help him understand the appearance characteristics of marine creatures he might not be able to recognize. 3 In another application, the practitioner transformed marine animal models into wild animals, flying animals, polar animals, etc. He places the animal on the table, mixed with reptile models. This is what the visually impaired child is asked to do. He asks the child to identify and group marine animals by touching the models. In a future exercise, the practitioner will place these models on the table in a mixed order. The teacher asks the visually impaired child to create a story using these models. In this way, the practitioner... on the other hand, the visual characteristics of animals that a visually impaired child cannot recognize by touch. It helps them understand, while also promoting cognitive development such as grouping, differentiating, and storytelling. It supports their processes. LEARNING OUTCOMES: Perception, attention, memory, discrimination, grouping, creativity The fifth box contains three-dimensional models of nine flying animals. (Bee, bat, vulture, owl, flamingo, stork, eagle, butterfly, pelican) In the first stage, the practitioner describes what their flying animals are. Where they are located It describes their experiences, what they ate, and what characteristics they possess. It lets you listen to their voices. While explaining, he gives the child models of these animals. Bee, bat, vulture, owl, flamingo, He lets the child touch the stork, eagle, butterfly, and pelican models one by one. He lets them examine them. Then, these He places the animal models on the table in a mixed order. He asks the child to pick one up. The animal that the child touches... He wants the visually impaired child to remember which one it is, by touch, something that is not present in their environment. It tries to help him understand the appearance characteristics of flying animals that he wouldn't be able to recognize. In another application, the user creates flying animal models, marine animals, wild animals, polar animals. He places the animal on the table, mixed with reptile models. This is what the visually impaired child is asked to do. He asks the child to identify and group flying animals by touching the models. In a future exercise, the practitioner will place these models on the table in a mixed order. The teacher asks the visually impaired child to create a story using these models. In this way, the practitioner... on the other hand, the visual characteristics of animals that a visually impaired child cannot recognize by touch. While helping them understand, it also helps with cognitive skills such as grouping, differentiating, and storytelling. This supports their developmental processes. LEARNING OUTCOMES: Perception, attention, memory, discrimination, grouping, creativity The sixth box contains 11 three-dimensional models of wild animals. (Bear, lion, monkey, elephant, giraffe, deer, rhinoceros, kangaroo, tiger, hippopotamus, kuala) In the first stage, the practitioner describes what wild animals they have and where they live. It describes their experiences, what they ate, and what characteristics they possess. It lets you listen to their voices. While explaining, he gives the child models of these animals: bear, lion, monkey, elephant, giraffe, deer. He allows the child to examine the models of rhinoceroses, kangaroos, tigers, hippos, and kualas one by one by touching them. Then he places these models on the table in a mixed order. He asks the child to pick one up. He asks the child to touch it... He is asked to remember which of the 35 animals it was. In another application, the practitioner uses wild animal models, marine animals, flying animals, polar animals, etc. He places the animal on the table, mixed with reptile models. This is what the visually impaired child is asked to do. He asks the child to identify and group wild animals by touching the models. 4 In a future exercise, the practitioner will place these models on the table in a mixed order. The teacher asks the visually impaired child to create a story using these models. In this way, the practitioner... on the other hand, the visual characteristics of animals that a visually impaired child cannot recognize by touch. While helping them understand, it also helps with cognitive skills such as grouping, differentiating, and storytelling. This supports their developmental processes. LEARNING OUTCOMES: Perception, attention, memory, discrimination, grouping, creativity The seventh box contains 10 three-dimensional models of polar animals. (penguin, seal, polar bear, walrus, reindeer, Arctic hare, musk ox, Arctic tern, Arctic fox, lemmings) In the first stage, the instructor explains what polar animals are and where they are found. It describes their experiences, what they ate, and what characteristics they possess. It lets you listen to their voices. While explaining, he gives the child models of these animals: penguin, seal, polar bear, walrus, reindeer. Individual models of deer, Arctic hares, musk oxen, Arctic terns, Arctic foxes, and lemmings. He lets the child examine the models by touching them. Then he places these models on the table in a mixed order. From the child... He asks them to pick up one of the animals. He asks them to remember which animal it is that they touched. In another application, the practitioner uses polar animal models, marine animals, flying animals, and wild animals. He places the animal and reptile models on the table, mixed together. This is what the visually impaired child wants. He asks the child to identify and group polar animals by touching the models. In a future exercise, the practitioner will place these models on the table in a mixed order. The teacher asks the visually impaired child to create a story using these models. In this way, the practitioner... on the other hand, the visual characteristics of animals that a visually impaired child cannot recognize by touch. While helping them understand, it also helps with cognitive skills such as grouping, differentiating, and storytelling. It supports developmental processes. LEARNING OUTCOMES: Perception, attention, memory, discrimination, grouping, creativity The eighth box contains 3D models of 7 reptiles. (snake, Komodo dragon, (iguana, crocodile, chameleon, lizard, Gila monster) In the first stage, the practitioner explains what reptiles are and where they are found. It describes their experiences, what they ate, and what characteristics they possess. It lets you listen to their voices. While explaining, he gives the child models of these animals: snake, Komodo dragon, iguana, crocodile, He lets the child touch and examine the models of a chameleon, a lizard, and a Gila monster one by one. Then he places these models on the table in a mixed order. He asks the child to pick one up. He asks the child to touch it... He asks him to remember which animal it was. In another application, the practitioner uses reptile models, marine animals, flying animals, He places wild animal and polar animal figurines mixed together on the table. This is what the visually impaired child asks him to do. He asks the child to identify and group polar animals by touching the models. 35. In a different application to be done at another time, the practitioner places these models on the table in a mixed order. The teacher asks the visually impaired child to create a story using these models. In this way, the practitioner... on the other hand, the visual characteristics of animals that a visually impaired child cannot recognize by touch. While helping them understand, it also helps with cognitive skills such as grouping, differentiating, and storytelling. This supports their developmental processes. LEARNING OUTCOMES: Perception, attention, memory, discrimination, grouping, creativity Box - Materials No: Learning Outcome and Description 1. Box Materials and K1: Perception develops. The K2 application improves attention. K3. Memory improves. K4. The ordering of events according to the time they occurred develops. 2. Box Materials and K1: Perception develops. The K2 application improves attention. K3. Memory improves. K4. The ordering of events according to the time they occurred develops. 3. Box Materials and K1: Perception develops. The K2 application improves attention. K3. Memory improves. K4. The ordering of events according to the time they occurred develops. 4. Box Materials and K1. Perception develops. Application K2.Attention improves 10 K3. Memory improves. K4. Discrimination skills improve. K5. Grouping skills develop. K6. Develops the ability to create original stories. 5. Box Materials and K1. Perception develops. The K2 application improves attention. K3. Memory improves. K4. Discrimination skills improve. K5. Grouping skills develop. K6. Develops the ability to create original stories. 6. Box Materials and K1. Perception develops. The K2 application improves attention. K3. Memory improves. K4. Discrimination skills improve. K5. Grouping skills develop. K6. Develops the ability to create original stories. 7. Box Materials and K1. Perception develops. The K2 application improves attention. K3. Memory improves. K4. Discrimination skills improve. K5. Grouping skills develop. K6. Develops the ability to create original stories. 8. Box Materials and K1. Perception develops. The K2 application improves attention. K3. Memory improves. K4. Discrimination skills improve. K5. Grouping skills develop. K6. Develops the ability to create original stories. 6

Claims

Claim 1: The invention consists of four models illustrating the stages a caterpillar goes through until it becomes a butterfly; -To enable a child born blind to understand the stages of blindness through touch. -By arranging these randomly placed models according to their time of creation, it enhances their cognitive development. It is to support. Claim 2: The invention describes five stages showing the life cycle of a hen from hatching from an egg to becoming a chicken. It consists of a model and its characteristic is; -To enable a child born blind to understand the stages of blindness through touch. -By arranging these randomly placed models according to their time of creation, it enhances their cognitive development. It is to support. Claim 3: The invention consists of six models illustrating the stages of house construction; -To enable a child born blind to understand the stages of this condition through touch. -By arranging these randomly placed models according to their time of creation, it enhances their cognitive development. It is to support. Claim 4: Invention of starfish, octopus, lizard, crab, snail, swordfish, seahorse, jellyfish, Its distinctive feature is that it consists of models of nine sea animals, bearing the name Vartoz; -To enable a child born blind to identify these animals by touching the models. -to enable them to find, distinguish, and group marine creatures among other types of animal models. -The goal is to enable them to create original stories using these models. Claim 5: The invention relates to nine animals named after: bee, bat, vulture, owl, flamingo, stork, eagle, butterfly, and pelican. It consists of models of flying animals; its characteristic feature is: -To enable a child born blind to identify these animals by touching the models. -to enable the child to find, distinguish, and group flying animals among other types of animal models. -The goal is to enable them to create original stories using these models. Claim 6: Invention names of bear, lion, monkey, elephant, giraffe, deer, rhinoceros, kangaroo, tiger, hippopotamus, and kuala. Its distinctive feature is that it consists of models of eleven wild animals; -To enable a child born blind to identify these animals by touching the models. -to enable them to find, distinguish, and group wild animals among other types of animal models. -The goal is to enable them to create original stories using these models. 35 Claim 7: Invention of penguin, seal, polar bear, walrus, reindeer, Arctic hare, musk ox, polar Its distinctive feature is that it consists of models of ten polar animals, including the tern, arctic fox, and lemming; -To enable a child born blind to identify these animals by touching the models. -to enable the child to find, distinguish, and group polar animals among other types of animal models. 40 - The goal is to enable them to create original stories using these models. Claim 8: The invention is named after the snake, Komodo dragon, iguana, crocodile, chameleon, lizard, and Gila monster. Its distinctive feature is that it consists of models of seven reptiles; -To enable a child born blind to identify these animals by touching the models. 45 - Finding, distinguishing, and grouping reptiles among other types of animal models. to ensure -The goal is to enable them to create original stories using these models. 7