Diagnostic of mapping skills in studying
the political map in VIIth grade of schools for children with
impaired vision
Dessislava Temelkova
Teacher of Geography and History
Public school for children with impaired vision “Dr. Ivan Shishmanov”, Varna
Summary
This paper discusses the results from a diagnostic survey
about mapping skills in studying the political map in
VIIth grade with children with impaired vision. These
children receive mapping information through the Braille
political-geographic map. Maximum effect is obtained
in free handling of four techniques, i.e. horizontal, vertical,
concentric and a combined one. A conclusion is
derived, that students will improve their skills significantly
if more instructions are offered by the teacher, who also
selects the relevant technique of studying.
Two methods have been applied to evaluate the results
from the survey held: observation (with a protocol) and
testing (with a test). It is interesting to notice, that students
have lower results at the tests, i.e. lacking a geographical
map they make more mistakes. This requires
more work to enhance their spatial concepts. Mapping
skills of students with visual impairs are formed, established
and developed as a result of continuous work
and optimum choice of the respective studying techniques
with the active role of a teacher. The comparative
results from studying of two regional units, i.e. Europe
and then the Balkan Peninsula set a good example;
these lessons proved significant success in learning
mapping skills.