VISUAL-SPATIAL PERCEPTION AND VISUAL-MOTOR COORDINATION IN STUDENTS WITH HEARING IMPAIRMENTS

Abstract

This paper defines the concepts of visual-spatial perception, visual-motor coordination, and hearing impairment. The aim of the study was to examine the characteristics of visual-spatial perception and visual-motor coordination in students with hearing impairments in comparison to their hearing peers. The research also explored whether these abilities vary depending on the degree of hearing loss and aimed to identify the factors that influence them.

The Diagnostic Kit for Assessing Speech, Language, Reading, and Writing Abilities in Children – Diagnostic Material for Identifying Specific Difficulties in Reading and Writing (Bjelica-Posokhova, 2001) was used, with a focus on variables related to visual-spatial perception and visual-motor coordination. Descriptive statistics, optimal scaling regression, and linear regression analyses were used for data processing.

The findings indicate that hearing students achieved statistically significantly better outcomes in both visual-spatial perception and visual-motor coordination compared to students with hearing impairments. Age, degree of hearing loss, educational conditions, and gender did not influence visual-spatial perception in students with hearing impairments. However, educational conditions and the degree of hearing loss did influence visual-motor coordination, while gender and age did not. Understanding how hearing impairment affects visual-spatial perception and visual-motor coordination is essential for the education and rehabilitation of children with hearing loss. These children may experience different developmental patterns in visual-motor and visual-spatial abilities, which can impact their daily functioning and academic performance. Rehabilitation and educational strategies should aim to integrate all sensory inputs to foster the development of adequate visual-spatial and visual-motor skills.