{"id":125,"date":"2017-05-23T14:06:45","date_gmt":"2017-05-23T14:06:45","guid":{"rendered":"http:\/\/www.csppke.sk\/sk\/?p=125"},"modified":"2019-03-04T18:27:44","modified_gmt":"2019-03-04T18:27:44","slug":"zrakove-diagnozy-a-ich-vplyv-na-vychovno-vzdelavaci-proces","status":"publish","type":"post","link":"https:\/\/www.csppke.sk\/sk\/2017\/05\/23\/zrakove-diagnozy-a-ich-vplyv-na-vychovno-vzdelavaci-proces\/","title":{"rendered":"Zrakov\u00e9 diagn\u00f3zy a ich vplyv na v\u00fdchovno-vzdel\u00e1vac\u00ed proces"},"content":{"rendered":"

Pri z\u00edskavan\u00ed inform\u00e1ci\u00ed o okolitom svete vyu\u017e\u00edvame v\u0161etky receptory, ktor\u00e9 n\u00e1m pr\u00edroda poskytla. V \u010dase \u0161kolskej doch\u00e1dzky n\u00e1roky na spr\u00e1vne vn\u00edmanie okolit\u00e9ho sveta narastaj\u00fa.<\/p>\n

Preto je nesmierne potrebn\u00e9, v pr\u00edpade, \u017ee je po\u0161koden\u00fd niektor\u00fd zo zmyslov, v\u010das to postrehn\u00fa\u0165 a ihne\u010f sa pok\u00fa\u0161a\u0165 o n\u00e1pravu \u2013 teda poskytn\u00fa\u0165 mo\u017enos\u0165 adekv\u00e1tnej lie\u010dby, reeduk\u00e1cie, \u010di kompenz\u00e1cie naru\u0161en\u00e9ho zmyslu, \u010di\u017ee ho v plnej miere akceptova\u0165.<\/p>\n

KLASIFIK\u00c1CIA ZRAKOV\u00ddCH OCHOREN\u00cd<\/h3>\n

Pri po\u0161koden\u00ed zraku existuj\u00fa r\u00f4zne krit\u00e9ria na zaradenie \u017eiakov do nieko\u013ek\u00fdch kateg\u00f3ri\u00ed. Naj\u010dastej\u0161ie a najv\u00fdsti\u017enej\u0161ie je nasleduj\u00face rozdelenie.<\/p>\n

\u017diaci pod\u013ea stup\u0148a zrakov\u00e9ho postihnutia:<\/h3>\n
    \n
  1. nevidiaci (niekedy so zachovan\u00edm svetlocitu),<\/li>\n
  2. \u010diasto\u010dne vidiaci (so zvy\u0161kami zraku),<\/li>\n
  3. slabozrak\u00ed (r\u00f4zne stupne),<\/li>\n
  4. binokul\u00e1rne chybn\u00ed.<\/li>\n<\/ol>\n

    \u017diaci so zvy\u0161kami zraku<\/strong>
    \nkombinuj\u00fa postupy a met\u00f3dy pr\u00e1ce vhodn\u00e9 pre \u017eiakov slabozrak\u00fdch (\u0165a\u017ek\u00fd stupe\u0148), aj nevidiacich. Spravidla pri vzdel\u00e1van\u00ed vyu\u017e\u00edvaj\u00fa Braillove p\u00edsmo, ale s\u00fa schopn\u00ed zvy\u0161ky zraku vyu\u017ei\u0165 v niektor\u00fdch praktick\u00fdch situ\u00e1ci\u00e1ch (priestorov\u00e1 orient\u00e1cia a samostatn\u00fd pohyb, sebaobsluha, …).
    \nSlabozrak\u00ed \u017eiaci
    \ntvoria najv\u00e4\u010d\u0161iu a najr\u00f4znorodej\u0161iu skupinu zrakovo postihnut\u00fdch \u017eiakov, preto je aj ich re\u00e1lny v\u00fdkon ve\u013emi odli\u0161n\u00fd.<\/p>\n

    Pod\u013ea v\u00edzu a rozsahu zorn\u00e9ho po\u013ea rozli\u0161ujeme \u017eiakov:<\/strong><\/h3>\n
      \n
    • s \u0165a\u017ek\u00fdm stup\u0148om slabozrakosti,<\/li>\n
    • so stredn\u00fdm stup\u0148om slabozrakosti,<\/li>\n
    • s \u013eahk\u00fdm stup\u0148om slabozrakosti.<\/li>\n<\/ul>\n

      Ka\u017ed\u00fd z t\u00fdchto druhov a stup\u0148ov zrakov\u00e9ho postihnutia vyu\u017e\u00edva v praxi rozdielne \u0161peci\u00e1lne met\u00f3dy a formy pr\u00e1ce, alebo ich kombin\u00e1cie.<\/p>\n

      Zrakov\u00e9 postihnutie m\u00e1 svoje d\u00f4sledky:<\/h3>\n
        \n
      • praktickom \u017eivote,<\/li>\n
      • pri vzdel\u00e1van\u00ed,<\/li>\n
      • v oblasti soci\u00e1lnych interakci\u00ed a emo\u010dn\u00e9ho pre\u017e\u00edvania.<\/li>\n<\/ul>\n

        VY\u0160ETRENIE ZRAKOV\u00ddCH FUNKCI\u00cd A ICH DOPAD NA VYU\u010cOVAC\u00cd PROCES<\/strong>
        \nJe rozdiel medzi oftalmologickou diagn\u00f3zou, teda tou, ktor\u00fa ur\u010d\u00ed lek\u00e1r a je nap\u00edsan\u00e1 pomocou odborn\u00fdch diagn\u00f3z a \u010d\u00edsel, ako n\u00e1lez od odborn\u00e9ho lek\u00e1ra, a medzi funk\u010dn\u00fdmi d\u00f4sledkami ochorenia, pr\u00edpadne postihnutia zraku in\u00e9ho druhu (napr. \u00faraz…), ktor\u00fd pomocou testovania zis\u0165uje \u0161peci\u00e1lny pedag\u00f3g v poradenskom zariaden\u00ed.
        \nNa z\u00e1klade t\u00fdchto v\u00fdsledkov je mo\u017en\u00e9 potom navrhn\u00fa\u0165 vhodn\u00e9 \u00fapravy prostredia a a \u0161peci\u00e1lne met\u00f3dy a formy pr\u00e1ce na vyu\u010dovan\u00ed.
        \nPodmienky (vn\u00fatorn\u00e9 aj vonkaj\u0161ie) pri vy\u0161etren\u00ed m\u00f4\u017eu skresli\u0165 jeho v\u00fdsledok, preto s\u00fa ve\u013emi d\u00f4le\u017eit\u00e9 aj inform\u00e1cie od rodi\u010dov, u\u010dite\u013eov, \u010di asistentov.
        \nRovnak\u00e1 diagn\u00f3za, \u010di zrakov\u00e9 ochorenie a porovnate\u013en\u00e9 stupne zrakovej ostrosti vyjadren\u00e9 numericky m\u00f4\u017eu ma\u0165 v praxi r\u00f4zne d\u00f4sledky !!!
        \nPreto pri \u0161peci\u00e1lno-pedagogickom vy\u0161etren\u00ed hovor\u00edme o funk\u010dnom vy\u0161etren\u00ed zraku a o funk\u010dn\u00fdch d\u00f4sledkoch zrakov\u00e9ho postihnutia pre v\u00fdchovno-vzdel\u00e1vac\u00ed proces.<\/p>\n

        Vo v\u00fdchovno-vzdel\u00e1vacom procese spo\u010d\u00edvaj\u00fa rozdiely v schopnosti \u017eiaka vn\u00edma\u0165 vizu\u00e1lne podnety:<\/h3>\n
          \n
        • z ur\u010ditej vzdialenosti, t. j. zrakov\u00e1 ostros\u0165 A\/ na dia\u013eku (videnie na tabu\u013eu) B\/ do bl\u00edzka (pr\u00e1ca v lavici),
          \nve\u013ekos\u0165 a tvar pou\u017eit\u00e9ho p\u00edsma u\u010debn\u00edc a in\u00fdch pracovn\u00fdch materi\u00e1lov, medzery<\/li>\n
        • kontrasty (fig\u00fara, pozadie),<\/li>\n
        • vn\u00edmanie detailov,<\/li>\n
        • rozli\u0161ovanie farieb,<\/li>\n
        • rozsah priestoru, ktor\u00fd m\u00e1 \u017eiak pred sebou a okolo seba, t. j. zorn\u00e9 pole (v dvojdimenzi\u00e1lnom aj v trojdimenzi\u00e1lnom rozsahu),<\/li>\n
        • adapt\u00e1cia na svetlo, resp. sveteln\u00e9 efekty a odlesky,<\/li>\n
        • h\u013abkov\u00e9 videnie, t. j. schopnos\u0165 rozl\u00ed\u0161enia perspekt\u00edvy.<\/li>\n<\/ul>\n

          V praxi to znamen\u00e1, \u017ee \u017eiak m\u00f4\u017ee<\/h3>\n
            \n
          • vidie\u0165 ve\u013emi rozmazane, neostro,<\/li>\n
          • nedovid\u00ed na tabu\u013eu,<\/li>\n
          • nevid\u00ed cel\u00fd priestor pred sebou, iba niektor\u00fa jeho \u010das\u0165 (m\u00e1 v\u00fdpadky zorn\u00e9ho po\u013ea \u2013 skot\u00f3my),<\/li>\n
          • nerozozn\u00e1 m\u00e1lo kontrastn\u00e9 pracovn\u00e9 materi\u00e1ly (napr. mapu),<\/li>\n
          • p\u00ed\u0161e a kresl\u00ed ne\u00fah\u013eadne,<\/li>\n
          • rysuje nepresne,<\/li>\n
          • nerozl\u00ed\u0161i obr\u00e1zok a jeho pozadie,<\/li>\n
          • vid\u00ed zdeformovan\u00e9 tvary,<\/li>\n
          • m\u00e1 probl\u00e9m pres\u00fava\u0165 pozornos\u0165 a poh\u013ead z tabule do zo\u0161ita, ale aj z u\u010debnice do zo\u0161ita,<\/li>\n
          • nerozozn\u00e1va farby alebo ich odtiene,<\/li>\n
          • nevie sa prisp\u00f4sobi\u0165 r\u00fdchlej zmene sveteln\u00fdch podmienok,<\/li>\n
          • nezn\u00e1\u0161a oslnenie,<\/li>\n
          • bolieva ho hlava, zni\u017euje sa koncentr\u00e1cia na pr\u00e1cu,<\/li>\n
          • potrebuje odpo\u010dinok od zrakovej pr\u00e1ce…<\/li>\n<\/ul>\n

            Naj\u010dastej\u0161ie diagn\u00f3zy, s ktor\u00fdmi sa v praxi stret\u00e1vame:<\/h3>\n
              \n
            • vroden\u00e9 vady sietnice, po\u0161kodenia sietnice, degenerat\u00edvne ochorenia sietnice, diabetick\u00e9 retinopatie, retinopatie nedonosen\u00fdch,<\/li>\n
            • astigmatizmus,<\/li>\n
            • atrofie zrakov\u00e9ho nervu,<\/li>\n
            • poruchy na zrakovej dr\u00e1he a centr\u00e1lne poruchy zraku,<\/li>\n
            • \u0165a\u017ek\u00e9 myopie, hypermetropie, hyperopie,<\/li>\n
            • glaukom,<\/li>\n
            • nystagmus,<\/li>\n
            • albinizmus, svetloplachos\u0165po\u0161kodenie okulomotoriky.<\/li>\n<\/ul>\n

              \u010casto sa ochorenia vyskytuj\u00fa naraz, alebo s\u00fa s\u00fa\u010das\u0165ou niektor\u00fdch syndr\u00f3mov, kedy je v organizme aj in\u00e9 postihnutie, ako zrakov\u00e9.<\/p>\n

              V\u0160EOBECN\u00c9 ODPOR\u00da\u010cANIA DO V\u00ddCHOVNO-VZDEL\u00c1VACIEHO PROCESU<\/strong>
              \nPom\u00f4cky, \u00faprava prostredia, z\u00e1kladn\u00e9 metodick\u00e9 odpor\u00fa\u010dania potrebn\u00e9 zahrn\u00fa\u0165 do IVP v\u0161eobecne pre slabozrak\u00fdch \u017eiakov:<\/em><\/strong><\/p>\n

                \n
              • optick\u00e9 pom\u00f4cky (okuliare, lupy: ru\u010dn\u00e1, stojanov\u00e1, telev\u00edzna; \u0161peci\u00e1lne filtre)<\/li>\n
              • vhodn\u00e9 sedenie a osvetlenie<\/li>\n
              • skl\u00e1pacia pracovn\u00e1 plocha (lavica, stojan)<\/li>\n
              • pred\u013a\u017een\u00fd \u010das na vypracovanie \u00faloh<\/li>\n
              • \u00faprava pracovn\u00fdch textov a materi\u00e1lov (vhodn\u00e1 ve\u013ekos\u0165, typ p\u00edsma, medzery medzi p\u00edsmenami, kontrast…)<\/li>\n
              • zo\u0161ity so zv\u00fdraznen\u00fdmi linajkami a p\u00edsacie n\u00e1\u010dinie s hrub\u0161ou stopou
                \npou\u017e\u00edvanie PC (\u0161peci\u00e1lne programy na zv\u00e4\u010d\u0161ovanie textu – MAGIC)
                \nmo\u017enos\u0165 zbl\u00edzka si prezrie\u0165 potrebn\u00e9 materi\u00e1ly (aj vo\u013en\u00fd pr\u00edstup k tabuli)…<\/li>\n
              • Pom\u00f4cky, \u00faprava prostredia, z\u00e1kladn\u00e9 metodick\u00e9 odpor\u00fa\u010dania potrebn\u00e9 zahrn\u00fa\u0165 v IVP v\u0161eobecne<\/li>\n<\/ul>\n

                pre nevidiacich \u017eiakov<\/em>:<\/h3>\n
                  \n
                • u\u010debnice a pracovn\u00e9 materi\u00e1ly v bodovom p\u00edsme,<\/li>\n
                • Pichtov stroj,<\/li>\n
                • audit\u00edvne pom\u00f4cky (hlavne diktaf\u00f3n),<\/li>\n
                • PC so \u0161peci\u00e1lnym ozvu\u010dovac\u00edm programom (JAWS, NVDA),<\/li>\n
                • reli\u00e9fne pom\u00f4cky (dvoj- aj trojrozmern\u00e9),<\/li>\n
                • zvukov\u00e9 znamenia a r\u00f4zne ozvu\u010den\u00e9 pom\u00f4cky (napr. na orient\u00e1ciu),<\/li>\n
                • pred\u013a\u017een\u00fd \u010das na vypracovanie \u00faloh,<\/li>\n
                • individu\u00e1lny pr\u00edstup a overenie pochopenia zadan\u00fdch \u00faloh,<\/li>\n
                • tich\u00e9 prostredie, oslovenie…<\/li>\n<\/ul>\n

                  Pre v\u0161etk\u00fdch zrakovo postihnut\u00fdch \u017eiakov je d\u00f4le\u017eit\u00e1 \u00faprava prostredia z h\u013eadiska bezpe\u010dnosti, informovanos\u0165 okolia o probl\u00e9me \u017eiaka a mo\u017enostiach pomoci a spolupr\u00e1ce, dodr\u017eiavanie z\u00e1sad primeranosti po\u017eiadaviek, kompenz\u00e1cie, reeduk\u00e1cie, n\u00e1cvik potrebn\u00fdch soci\u00e1lnych zru\u010dnost\u00ed, pr\u00edp. priestorovej orient\u00e1cie a sebaobsluhy, vypracovanie vhodn\u00e9ho IVP, pod\u013ea potreby pomoc asistencie.
                  \nPre nich, ale hlavne ich rodi\u010dov s\u00fa ve\u013emi d\u00f4le\u017eit\u00e9 aj inform\u00e1cie o tom, kde sa m\u00f4\u017eu obr\u00e1ti\u0165 pre odborn\u00fa pomoc a poradenstvo (napr. \u00dania slabozrak\u00fdch a nevidiacich Slovenska \u2013\u00daNSS, neziskov\u00e9 organiz\u00e1cie, ktor\u00e9 sa zameriavaj\u00fa na deti s hendikepom, internetov\u00e9 str\u00e1nky, kontakty na in\u00fdch rodi\u010dov…)<\/p>\n

                  RIZIKOV\u00c9 ODBORY<\/strong>
                  \nPre v\u00fdber vhodn\u00e9ho \u0161tudijn\u00e9ho odboru je potrebn\u00e9 zoh\u013eadni\u0165 vyjadrenie odborn\u00e9ho lek\u00e1ra – hlavne \u010di je ochorenie progreduj\u00face, alebo nie, \u010di je vhodn\u00e1 fyzick\u00e1 n\u00e1maha.
                  \nZo \u0161peci\u00e1lno-pedagogick\u00e9ho h\u013eadiska je potrebn\u00e9 vedie\u0165, ak\u00fd stupe\u0148 postihnutia m\u00e1 \u017eiak, podstatn\u00e9 s\u00fa aj jeho manu\u00e1lne a motorick\u00e9 zru\u010dnosti, ale aj v\u00fdkonnostn\u00e1 \u00farove\u0148 a osobnostn\u00e1 a emocion\u00e1lna vyspelos\u0165.
                  \nPopri \u0161tandardn\u00fdch povolaniach, ktor\u00e9 vykon\u00e1vali zrakovo postihnut\u00ed \u013eudia (kn\u00edh viaza\u010d, ko\u0161ik\u00e1r, mas\u00e9r, spojovate\u013e, hudobn\u00edk…) sa dnes ich mo\u017enosti podstatne roz\u0161\u00edrili v s\u00favislosti s elektroniz\u00e1cou a v\u00fdvojom informa\u010dn\u00fdch technol\u00f3gi\u00ed (hlavne pou\u017e\u00edvanie PC so zvukov\u00fdm v\u00fdstupom, alebo s mo\u017enos\u0165ou primeran\u00e9ho zv\u00e4\u010d\u0161enia textov ).
                  \nTieto pom\u00f4cky im \u010dasto pom\u00f4\u017eu uplatni\u0165 sa aj v povolaniach, ktor\u00e9 boli napr. pre nevidiacich niekedy celkom nedostupn\u00e9. Samozrejme, ist\u00e9 obmedzenia st\u00e1le pretrv\u00e1vaj\u00fa, ale dnes t\u00edto \u017eiaci m\u00f4\u017eu \u00faspe\u0161ne \u0161tudova\u0165 aj na vysok\u00fdch \u0161kole.<\/p>\n

                  Vypracovala: Mgr. Zuzana Gajdo\u0161ov\u00e1, \u0161peci\u00e1lny pedag\u00f3g pre zrakovo postihnut\u00fdch
                  \nPou\u017eit\u00e1 literat\u00fara:
                  \nDagmar Moravcov\u00e1: Zrakov\u00e1 terapie slabozrak\u00fdch a pacient\u016f s n\u00edzkym v\u00edzem
                  \nOndrej N\u00e9meth: Slabozrakos\u0165 ako pedagogick\u00fd probl\u00e9m
                  \nKolekt\u00edv autorov projektu Matra: Pr\u00edru\u010dka cestuj\u00faceho<\/p>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

                  Pri z\u00edskavan\u00ed inform\u00e1ci\u00ed o okolitom svete vyu\u017e\u00edvame v\u0161etky receptory, ktor\u00e9 n\u00e1m pr\u00edroda poskytla. V \u010dase \u0161kolskej doch\u00e1dzky n\u00e1roky na spr\u00e1vne vn\u00edmanie okolit\u00e9ho sveta narastaj\u00fa. Preto je nesmierne potrebn\u00e9, v pr\u00edpade, \u017ee je po\u0161koden\u00fd niektor\u00fd zo zmyslov, v\u010das to postrehn\u00fa\u0165 a ihne\u010f sa pok\u00fa\u0161a\u0165 o n\u00e1pravu \u2013 teda poskytn\u00fa\u0165 mo\u017enos\u0165 adekv\u00e1tnej lie\u010dby, reeduk\u00e1cie, \u010di kompenz\u00e1cie naru\u0161en\u00e9ho<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-125","post","type-post","status-publish","format-standard","hentry","category-informacie-o-poruchach"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/125","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/comments?post=125"}],"version-history":[{"count":5,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/125\/revisions"}],"predecessor-version":[{"id":1115,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/125\/revisions\/1115"}],"wp:attachment":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/media?parent=125"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/categories?post=125"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/tags?post=125"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}