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Joint Attention Ability in Children with Visual Impairment

Year 2018, Volume: 7 Issue: 4, 366 - 384, 31.12.2018

Pınar Şafak , Derya Uyar

https://doi.org/10.30703/cije.432161

Abstract

joint attention. Joint attention, one of the communication functions, develops by the intensive use of the sense of sight compared to other communication functions. Because, in the joint attention, it is emphasized that there is a third component in communication between two people. Therefore, in the field, joint attention is to be addressed in the presence of the vision. Hence, how joint attention develops in children who have not vision aroused curiosity. In this context, the aim of this article is to reveal how joint attention develops in children with visual impairment by examining the literature and to raise awareness of this issue. This study shows that joint attention develops in children with visual impairment, deafblind and children who have multiple disabilities with visual impairment. In this study, it has been seen that; children who have visual impairment, deafblind and multiple disabilities with visual impairment develop joint attention skills. However, the formation and development of joint attention may encounter delays, and different senses like healing, smelling, touching, tasting may need to be used. In order for children with visual impairment to develop joint attention, it is necessary for them to understand how they learn about the environment and for adults to establish sensitive interaction with them. In addition, this study shows that there are few studies in the field and suggest that new researches be carried out to strengthen the applications in the education process.

Keywords

Visual impairment joint attention children with multiple disabilities and visual impairment functions of communication

References

  • Adamson, L.B. & Chance, S.E. (1998). Coordinating attention to people, objects, and language. In A.M. Wetherby, S.F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 15–37). Baltimore: Brooks.Ayyıldız, E. (2012). Çok engelli görmeyen çocuklar için Söz Öncesi İletişim Becerileri Ölçeği’nin geliştirilmesi. Yayınlanmamış Doktora Tezi, Marmara Üniversitesi, İstanbul.Baird, S. M. & Mayfield, P. (1997). Mothers’ interpretations of the behavior of their infants with visual and other impairments during interactions. Journal of Visual Impairment & Blindness, 91(5), 467-483.Baron-Cohen, S. (1995). Mindblindness an essay on autism and theory of mind. Cambridge, MA: MIT Press.Bigelow, A. E. (1998). Infants’ sensitivity to familiar imperfect contingencies in social Interaction. Infant Behavior & Development, 21(l), 149-162. https://doi.org/10.1016/s0163-6383(98)91511-9 Bigelow, A. E. (2003). Development of joint attention in blind infants. Development and Psychopathology, 15, 259-275. DOI10.1017/S0954579403000142Boyce, F. & Hammond, F. (March, 1996). Autism and visual impairment - making sense. Autism and Visual Impairment Conference, Edinburgh.Brown, R., Hobson, R.P., Lee, A. & Stevenson, J. (1997). Are there ''Autistic-like" features in congenitally blind children? Journal of Child Psychology and Psychiatry, 38(6), 693-703. https://doi.org/10.1111/j.1469-7610.1997.tb01696.x Bruce, S. M.& Vargas, C. (2012). Assessment and ınstruction of object permanence in children with blindness and multiple disabilities. Journal of Visual Impairment & Blindness, 106(11), 717-727. http://jvib.org/CEUsBruinsma Y, Koegel L.K, & Koegel K. K. (2004). Joint attention and children with autism: Areview of the literature. Mental Retardation and Developmental Disabilities Research Revıews, 10, 169-175. https://doi.org/10.1002/mrdd.20036 Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G. & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-174. https://doi.org/10.2307/1166214 Chen, D., Klein, D. & Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20(2), 149-162.Crimmins, D.B., Gothelf, C.R., Rowland, C., Stillman, R.D., Linam, A. & Williams, C. (1999). Basic concepts of communication. In K.M. Huebner, J.G. Prickett, T.R. Rafalowski-Welsch & E. Joffee (Eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind, (pp. 159-184). New York: AFB Press.Dennison, E.M. (2000). The VIISA Project: A model national in service training program for infants and young children with visual impairments. Journal of Visual Impairment & Blindness, 94(11), 695-705.Dote-Kwan, J. & Hughes, M. (1994). The home environments of young blind children. Journal of Visual Impairment & Blindness, 88(1), 31-42.Downing, J.E. (2005). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes.Durukan, İ. & Türkbay, T. (2008). Otizmde ortak dikkat becerileri: Gözden geçirme. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 15(2), 117-126.Ege, P. (2006). Baş makale: Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2), 1-23.Gergely, G. & Watson, J. (1999). Early socio-emotional development: Contingency perception and the social-biofeedback model. In P. Rochat (Ed.), Early Social Cognition, (pp. 101-136), Hillsdale, NJ: Erlbaum.Hains, S.M.J. & Muir, D.W. (1996). Effects of Stimulus Contingency in Infant-Adult Interactions. Infant Behavıor and Development, 19, 49-61.Hobson, R.P. (1990). On the origins of self and the case of autism. Development and Psychopathology, 2, 163-181.Hobson, R.P., Lee, A. & Brown, R. (1999). Autism and congenital blindness. Journal of Autism and Developmental Disorders, 29(1), 45-56.Hughes, M., Dote-Kwan, J. & Dolendo, J. (1999). Characteristics of maternal directiveness and responsiveness with young children with visual impairments. Child: Care, Health and Development, 25(4), 285-298.Ingsholt, A., (2007) Joint Attention - a precursor of "theory of mind". Web: http://www.icevi.org/publications/ICEVIWC2002/papers/07-topic/07-ingsholt1.htm (2016, Ekim 21)Iverson, J.M., Tencer, H.L., Lany, J. & Goldin-Meadow, S. (2000). The relation between gesture and speech in congenitally blind and sighted language-learners. Journal of Nonverbal Behavior, 24(2), 105-130.Konrot, A. (2005). İletişim, dil ve konuşma bozuklukları. S.S. Topbaş (Ed.), Dil ve kavram gelişimi (s. 190-211). Ankara: Kök Yayıncılık.MacDonald, R., Anderson, J., Dube, W. V., Geckeler, A., Green, G., Holcomb, W., Mansfield, R. & Sanchez, J. (2006). Behavioral assesment of joint attention: A methodological report. Research in Developmental Disabilities, 27, 138- 150.McLean, J.E., McLean, L.K.S., Brady, N.C. & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34, 294-308.Mundy, P. (1995). Joint atteintion and social-emotional approach behavior in children with autism. Development and Psychopathology, 7, 63-82.Mundy, P. & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16, 269-274.Mundy, P., Sigman, M. & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115-128.Núñez, M. (2014). Joint attention in deafblind children: A multisensory path towards a shared sense of the world. Sense Joint Attention Project Extended Report.Özyürek, M. (1995). Görme yetersizliği olan çocuğu bağımsızlığa hazırlamak için ana baba rehberi. Ankara: Başbakanlık Aile Araştırma Kurumu Yayınları. Pogrund, R. L., Fazzi, D. I. & Lampert, J.S. (Eds.). (1996). Erken çocukluk döneminde görme bozukluğu olan çocuklar (Çev. N. Varol). Ankara: Karatepe Yayınları. (Eserin orijinali 1992’de yayınlandı).Reiser, J. J. & Rider, E. A. (1991). Young children's spatial orientation with respect to multiple targets when walking without vision. Developmental Psychology, 27(1), 97-107.Sanefuji, W., Yamashita, H. & Ohgami, H. (2009). Shared minds: effects of a mother’s imitation of her child on the mother child interaction. Infant Mental Health Journal, 30(2), 145-157.Schertz, H. H. & Odom, S. L. (2004). Joint attention and early intervention with autism: A conceptual framework and promising approaches. Journal of Early Intervention, 27(1), 42-54.Siegel-Causey, E. & Wetherby, A.M. (1993). Nonsymbolic communication. Instruction of students with severe disabilities. In M.E. Snell (Ed.), Instruction of students with severe disabilities, (pp. 290-312). New York: Merrill/Macmillan.Swettenham, J., Baron-Cohen, S. & Charman, T. (1998). The frequency and distribution of spontaneous attention shifts between social and nonsocial stimuli in autistic, typically developing, and nonautistic developmentally delayed ınfants. Journal of Child Psychology and Psychiatry, 39(5), 747-53.Tadić, V., Dale, N. & Pring, L. (2000). Are language and social communication intact in children with congenital visual impairment at school age? Journal of Child Psychology and Psychiatry, 5, 696-705.Tetzchner, S.V. & Sedberg, T. (July-August 2006). Joint attention between young blind children and their mothers. Paper presented at conference International Society for Augmentative and Alternative Communication (ISAAC) Communication Bridges, Düsseldorf, Germany.Topbaş, S., Maviş, İ.. & Erbaş, D. (2003). Intentional communicative behaviors of Turkish-speaking children with normal and delayed language development. Child: Care, Health & Development. 29(5), 345-355.Toth, K., Munson, J., Meltzoff, A.N. & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993-1005.Töret, G. (2010). Otizmli, down sendromlu ve normal gelişim gösteren çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.Ulutaşdemir, N. (2007). Engelli çocuklarda iletişim ve oyunun önemi. Fırat Sağlık Hizmetleri Dergisi, 2(5), 36-51.Uyar, D. (2016). Çoklu yetersizlikten etkilenmiş görmeyen çocukların kullandıkları jestler ile yetişkinlerin çocuklarla etkileşim davranışlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.Weismer, S., Lord, C. & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40(10), 1259-1273.Werner, E., Dawson, G., Osterling, J. & Dinno, N. (2000). Brief report: Recognition of autism spectrum disorder before one year of age: A retrospective study based on home videotapes. Journal of Autism and Developmental Disorders, 30(2), 157-162.Westling, D.L. & Fox, L. (2000). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall.Wetherby, A.M. & Prizant, B.M. (1989). The expression of communicative intent: Assessment issues. Seminars in Speech and Language, 10(1), 77-91.Wilson, R.M. (1998). Receptive communication: How children understand your messages to them. DB-Link

Görme Yetersizliği Olan Çocuklarda Ortak Dikkat Becerisi

Year 2018, Volume: 7 Issue: 4, 366 - 384, 31.12.2018

Pınar Şafak , Derya Uyar

https://doi.org/10.30703/cije.432161

Abstract

İletişimin ilk işlevleri davranış düzenleme, sosyal etkileşim ve ortak dikkat becerisidir. İletişim işlevlerinden biri olan ortak dikkat becerisi, diğer iletişim işlevlerine göre görme duyusunun daha yoğun kullanımıyla gelişmektedir. Çünkü ortak dikkat becerisinde, iki kişi arasında var olan iletişimde üçüncü bir öğeye dikkat çekilme söz konusudur. Öyle ki alanyazında da ortak dikkat becerisinin genellikle görme duyusunun varlığında ele alındığı göze çarpmaktadır. Dolayısıyla görme duyusundan yoksunluk durumunda ortak dikkat becerisi gelişiminin çocuklarda nasıl olduğu merak uyandırmaktadır. Mevcut çalışmanın amacı, görme yetersizliği olan çocuklarda ortak dikkat becerisinin nasıl geliştiğini alanyazın incelemesiyle ortaya çıkarmak ve bu konuya farkındalığı sağlamaktır. Bu bağlamda görme yetersizliği olan çocuklar üç grupta incelenmiştir; (1) sadece görme yetersizliği olan, (2) körsağır olan ve (3) çoklu yetersizlikten etkilenmiş görmeyen. Sözü edilen amaç çerçevesinde yapılan bu çalışma ile görülmüştür ki; görme yetersizliği olan, körsağır olan ve çoklu yetersizlikten etkilenmiş görmeyen çocuklarda ortak dikkat becerisi gelişmektedir. Ancak ortak dikkat becerisinin oluşumu ve gelişimi sürecinde gecikmeler olabilmekte, farklı duyuların (işitme, koklama, dokunma, tatma) kullanımı gerekebilmektedir. Görme yetersizliği olan çocuklarda ortak dikkat becerisinin sekteye uğramadan gelişebilmesi için söz konusu çocukların çevreden nasıl bilgi edindiklerinin anlaşılmasına ve bu doğrultuda kendileriyle duyarlı etkileşim kurulmasına ihtiyaç vardır. Ayrıca araştırma sırasında konuyla ilgili alanyazında az sayıda çalışmaya rastlanmış olup bu durum, eğitim sürecinde uygulamaların güçlenmesi adına yeni araştırmalara ihtiyaç duyulduğunu gündeme getirmektedir.

Keywords

Görme yetersizliği körsağır çoklu yetersizlikten etkilenmiş görmeyen çocuklar ortak dikkat iletişim işlevleri

References

  • Adamson, L.B. & Chance, S.E. (1998). Coordinating attention to people, objects, and language. In A.M. Wetherby, S.F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 15–37). Baltimore: Brooks.Ayyıldız, E. (2012). Çok engelli görmeyen çocuklar için Söz Öncesi İletişim Becerileri Ölçeği’nin geliştirilmesi. Yayınlanmamış Doktora Tezi, Marmara Üniversitesi, İstanbul.Baird, S. M. & Mayfield, P. (1997). Mothers’ interpretations of the behavior of their infants with visual and other impairments during interactions. Journal of Visual Impairment & Blindness, 91(5), 467-483.Baron-Cohen, S. (1995). Mindblindness an essay on autism and theory of mind. Cambridge, MA: MIT Press.Bigelow, A. E. (1998). Infants’ sensitivity to familiar imperfect contingencies in social Interaction. Infant Behavior & Development, 21(l), 149-162. https://doi.org/10.1016/s0163-6383(98)91511-9 Bigelow, A. E. (2003). Development of joint attention in blind infants. Development and Psychopathology, 15, 259-275. DOI10.1017/S0954579403000142Boyce, F. & Hammond, F. (March, 1996). Autism and visual impairment - making sense. Autism and Visual Impairment Conference, Edinburgh.Brown, R., Hobson, R.P., Lee, A. & Stevenson, J. (1997). Are there ''Autistic-like" features in congenitally blind children? Journal of Child Psychology and Psychiatry, 38(6), 693-703. https://doi.org/10.1111/j.1469-7610.1997.tb01696.x Bruce, S. M.& Vargas, C. (2012). Assessment and ınstruction of object permanence in children with blindness and multiple disabilities. Journal of Visual Impairment & Blindness, 106(11), 717-727. http://jvib.org/CEUsBruinsma Y, Koegel L.K, & Koegel K. K. (2004). Joint attention and children with autism: Areview of the literature. Mental Retardation and Developmental Disabilities Research Revıews, 10, 169-175. https://doi.org/10.1002/mrdd.20036 Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G. & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-174. https://doi.org/10.2307/1166214 Chen, D., Klein, D. & Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20(2), 149-162.Crimmins, D.B., Gothelf, C.R., Rowland, C., Stillman, R.D., Linam, A. & Williams, C. (1999). Basic concepts of communication. In K.M. Huebner, J.G. Prickett, T.R. Rafalowski-Welsch & E. Joffee (Eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind, (pp. 159-184). New York: AFB Press.Dennison, E.M. (2000). The VIISA Project: A model national in service training program for infants and young children with visual impairments. Journal of Visual Impairment & Blindness, 94(11), 695-705.Dote-Kwan, J. & Hughes, M. (1994). The home environments of young blind children. Journal of Visual Impairment & Blindness, 88(1), 31-42.Downing, J.E. (2005). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes.Durukan, İ. & Türkbay, T. (2008). Otizmde ortak dikkat becerileri: Gözden geçirme. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 15(2), 117-126.Ege, P. (2006). Baş makale: Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2), 1-23.Gergely, G. & Watson, J. (1999). Early socio-emotional development: Contingency perception and the social-biofeedback model. In P. Rochat (Ed.), Early Social Cognition, (pp. 101-136), Hillsdale, NJ: Erlbaum.Hains, S.M.J. & Muir, D.W. (1996). Effects of Stimulus Contingency in Infant-Adult Interactions. Infant Behavıor and Development, 19, 49-61.Hobson, R.P. (1990). On the origins of self and the case of autism. Development and Psychopathology, 2, 163-181.Hobson, R.P., Lee, A. & Brown, R. (1999). Autism and congenital blindness. Journal of Autism and Developmental Disorders, 29(1), 45-56.Hughes, M., Dote-Kwan, J. & Dolendo, J. (1999). Characteristics of maternal directiveness and responsiveness with young children with visual impairments. Child: Care, Health and Development, 25(4), 285-298.Ingsholt, A., (2007) Joint Attention - a precursor of "theory of mind". Web: http://www.icevi.org/publications/ICEVIWC2002/papers/07-topic/07-ingsholt1.htm (2016, Ekim 21)Iverson, J.M., Tencer, H.L., Lany, J. & Goldin-Meadow, S. (2000). The relation between gesture and speech in congenitally blind and sighted language-learners. Journal of Nonverbal Behavior, 24(2), 105-130.Konrot, A. (2005). İletişim, dil ve konuşma bozuklukları. S.S. Topbaş (Ed.), Dil ve kavram gelişimi (s. 190-211). Ankara: Kök Yayıncılık.MacDonald, R., Anderson, J., Dube, W. V., Geckeler, A., Green, G., Holcomb, W., Mansfield, R. & Sanchez, J. (2006). Behavioral assesment of joint attention: A methodological report. Research in Developmental Disabilities, 27, 138- 150.McLean, J.E., McLean, L.K.S., Brady, N.C. & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34, 294-308.Mundy, P. (1995). Joint atteintion and social-emotional approach behavior in children with autism. Development and Psychopathology, 7, 63-82.Mundy, P. & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16, 269-274.Mundy, P., Sigman, M. & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115-128.Núñez, M. (2014). Joint attention in deafblind children: A multisensory path towards a shared sense of the world. Sense Joint Attention Project Extended Report.Özyürek, M. (1995). Görme yetersizliği olan çocuğu bağımsızlığa hazırlamak için ana baba rehberi. Ankara: Başbakanlık Aile Araştırma Kurumu Yayınları. Pogrund, R. L., Fazzi, D. I. & Lampert, J.S. (Eds.). (1996). Erken çocukluk döneminde görme bozukluğu olan çocuklar (Çev. N. Varol). Ankara: Karatepe Yayınları. (Eserin orijinali 1992’de yayınlandı).Reiser, J. J. & Rider, E. A. (1991). Young children's spatial orientation with respect to multiple targets when walking without vision. Developmental Psychology, 27(1), 97-107.Sanefuji, W., Yamashita, H. & Ohgami, H. (2009). Shared minds: effects of a mother’s imitation of her child on the mother child interaction. Infant Mental Health Journal, 30(2), 145-157.Schertz, H. H. & Odom, S. L. (2004). Joint attention and early intervention with autism: A conceptual framework and promising approaches. Journal of Early Intervention, 27(1), 42-54.Siegel-Causey, E. & Wetherby, A.M. (1993). Nonsymbolic communication. Instruction of students with severe disabilities. In M.E. Snell (Ed.), Instruction of students with severe disabilities, (pp. 290-312). New York: Merrill/Macmillan.Swettenham, J., Baron-Cohen, S. & Charman, T. (1998). The frequency and distribution of spontaneous attention shifts between social and nonsocial stimuli in autistic, typically developing, and nonautistic developmentally delayed ınfants. Journal of Child Psychology and Psychiatry, 39(5), 747-53.Tadić, V., Dale, N. & Pring, L. (2000). Are language and social communication intact in children with congenital visual impairment at school age? Journal of Child Psychology and Psychiatry, 5, 696-705.Tetzchner, S.V. & Sedberg, T. (July-August 2006). Joint attention between young blind children and their mothers. Paper presented at conference International Society for Augmentative and Alternative Communication (ISAAC) Communication Bridges, Düsseldorf, Germany.Topbaş, S., Maviş, İ.. & Erbaş, D. (2003). Intentional communicative behaviors of Turkish-speaking children with normal and delayed language development. Child: Care, Health & Development. 29(5), 345-355.Toth, K., Munson, J., Meltzoff, A.N. & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993-1005.Töret, G. (2010). Otizmli, down sendromlu ve normal gelişim gösteren çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.Ulutaşdemir, N. (2007). Engelli çocuklarda iletişim ve oyunun önemi. Fırat Sağlık Hizmetleri Dergisi, 2(5), 36-51.Uyar, D. (2016). Çoklu yetersizlikten etkilenmiş görmeyen çocukların kullandıkları jestler ile yetişkinlerin çocuklarla etkileşim davranışlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.Weismer, S., Lord, C. & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40(10), 1259-1273.Werner, E., Dawson, G., Osterling, J. & Dinno, N. (2000). Brief report: Recognition of autism spectrum disorder before one year of age: A retrospective study based on home videotapes. Journal of Autism and Developmental Disorders, 30(2), 157-162.Westling, D.L. & Fox, L. (2000). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall.Wetherby, A.M. & Prizant, B.M. (1989). The expression of communicative intent: Assessment issues. Seminars in Speech and Language, 10(1), 77-91.Wilson, R.M. (1998). Receptive communication: How children understand your messages to them. DB-Link
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Details

Primary Language Turkish
Journal Section Theoretical Paper
Authors

Pınar Şafak 0000-0002-3386-9816

Derya Uyar

Publication Date December 31, 2018
Published in Issue Year 2018 Volume: 7 Issue: 4

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APA Şafak, P., & Uyar, D. (2018). Görme Yetersizliği Olan Çocuklarda Ortak Dikkat Becerisi. Cumhuriyet Uluslararası Eğitim Dergisi, 7(4), 366-384. https://doi.org/10.30703/cije.432161
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