Volume 4, Issue 164 (11-2021)
J Except Educ 1400, __(164): 66-66 |
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The effectiveness of orientation and movement education
on increasing self-efficacy and self-expressing of visually
impaired students. J Except Educ 2021; 4 (164) :66-66
URL: http://exceptionaleducation.ir/article-1-2429-en.html
URL: http://exceptionaleducation.ir/article-1-2429-en.html
Abstract: (1034 Views)
Azam shakib Nia*, M.A. in General Psychology, Faculty of Psychology, Karaj Branch, Islamic Azad University, Karaj,
Iran
Abstract
Purpose: The purpose of this study was to determine the effectiveness of orientation and mobility education
on increasing self-efficacy and self-expression of visually impaired students. The research method was
quasi-experimental with pre-test and post-test.
Method: The sample size consisted of 26 students with visually impaired in the academic year of
2018-2019. The sample group was divided in two groups of control (13) and experimental (13).
Self-efficacy and self-expression were evaluated by Sherer’s Self-efficacy Scale (1982) and
Gambler-Verichi’s Expression Questionnaire (1982). Orientation and Mobility teaching was conducted
through “Guidebook for Orientation & Mobility” printed by Exceptional Education Organization, in
eight sessions. To analyze the results, descriptive statistics and then multivariate covariance analysis
(MANCOVA) were used.
Results: The results indicated that Orientation and Mobility (O&M) program increased self-efficacy in the
experimental group versus the control group. The O&M program also increased self-expression of the test
group against the control group. O&M skills were significantly improved in the experimental group compared
to the control group.
Conclusion: The results of this study showed that teaching O&M skills to students who are visually
impaired, increased their self-efficacy and self-expression and improved their living conditions.
Iran
Abstract
Purpose: The purpose of this study was to determine the effectiveness of orientation and mobility education
on increasing self-efficacy and self-expression of visually impaired students. The research method was
quasi-experimental with pre-test and post-test.
Method: The sample size consisted of 26 students with visually impaired in the academic year of
2018-2019. The sample group was divided in two groups of control (13) and experimental (13).
Self-efficacy and self-expression were evaluated by Sherer’s Self-efficacy Scale (1982) and
Gambler-Verichi’s Expression Questionnaire (1982). Orientation and Mobility teaching was conducted
through “Guidebook for Orientation & Mobility” printed by Exceptional Education Organization, in
eight sessions. To analyze the results, descriptive statistics and then multivariate covariance analysis
(MANCOVA) were used.
Results: The results indicated that Orientation and Mobility (O&M) program increased self-efficacy in the
experimental group versus the control group. The O&M program also increased self-expression of the test
group against the control group. O&M skills were significantly improved in the experimental group compared
to the control group.
Conclusion: The results of this study showed that teaching O&M skills to students who are visually
impaired, increased their self-efficacy and self-expression and improved their living conditions.
Type of Study: translate |
Subject:
Visual Impaired
Received: 2022/Jan/Wed | Accepted: 2021/Nov/Mon | Published: 2021/Nov/Mon | ePublished: 2021/Nov/Mon
Received: 2022/Jan/Wed | Accepted: 2021/Nov/Mon | Published: 2021/Nov/Mon | ePublished: 2021/Nov/Mon
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