ABSTRACT
This study explored the adaptive behavior of primary school students with visual impairments, as well as the impact of educational setting on their adaptive behavior. Instrumentation included an informal questionnaire and the Vineland Adaptive Behavior Scales. Participants were 36 primary school students with visual impairments. The educational setting had an effect on Daily Living Skills and Socialization. Students with visual impairments visiting special schools present worse adaptive behavior (higher developmental delay) compared to students visiting mainstream schools. Moreover, the educational level of parents influences the developmental delay on the Communication and Socialization. The higher the educational level of parents the lower the developmental delay.
Subject(s)
Adaptation, Psychological , Education, Special/methods , Mainstreaming, Education/methods , Vision, Low/psychology , Vision, Low/rehabilitation , Activities of Daily Living/psychology , Adolescent , Child , Child Behavior , Female , Humans , Male , Social Behavior , Students/psychology , Surveys and QuestionnairesABSTRACT
The present study explored the total adaptive behavior of children and adolescents with visual impairments, as well as their adaptive behavior in each of the domains of Communication, Daily Living Skills, and Socialization. Moreover, the predictors of the performance and developmental delay in adaptive behavior were investigated. Instrumentation included an informal questionnaire and the Vineland Adaptive Behavior Scales (Survey Form). Forty-six children and adolescents with visual impairments participated. The results reveal the effect of age on total adaptive behavior and on each of the domains of Communication, Daily Living Skills, and Socialization; the older individuals with visual impairments present better performance but also a higher rate of delay in comparison with younger individuals. Moreover, the ability of independent movement is a predictor of performance and developmental delay on the Daily Living Skills and Socialization. The more independent the mobility of individuals with visual impairments is the better the performance and the lower the level of developmental delay. Moreover, the educational level of parents is a predictor of performance and developmental delay on the Communication and Socialization. The higher the educational level of parents the better the performance and the lower the developmental delay.
