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Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks

100%
Skrodzka E., Furmann A., Bogusz-Witczak E., Hojan E.
Acta Physica Polonica A
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2015
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vol. 128
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issue 1A
A-29-A-35
EN
Performance of blind/visually impaired children and teenagers before and after the auditory training and the music training in some auditory tasks (pitch discrimination, pitch-timbre categorization, pitch memory, lateralization of a stationary sound of a drum, lateralization of one or two moving motor vehicles) is compared. In the auditory training, the subjects were actively involved, i.e. they had to answer questions related to presented sound material. The music training was based on passive listening to sounds presented according to the Tomatis method. The training (auditory or music) effectiveness was measured as a difference between results of a pre- and post-training verification test in which the subjects were asked to perform the auditory tasks mentioned at the beginning. The persons who took part in the study were divided into two age groups: 7-12 year olds and 13-19 year olds. According to the results, the auditory training was beneficial for blind or visually impaired teenagers, especially in respect of lateralization tasks. For small children the auditory training was not as effective as for adolescents. However, it has been shown that the music training was generally beneficial for them, although none of the verification tasks was privileged.
2
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Results of Auditory Training for Blind and Visually Handicapped Children and Adolescents

88%
Bogusz-Witczak E., Skrodzka E., Furmann A., Hojan E., Przybek K.
Acta Physica Polonica A
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2015
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vol. 127
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issue 1
117-119
EN
Results of an auditory training for blind/visually impaired children and teenagers are presented. A measure of the training effectiveness is the difference between the results of a pre- and post-training verification test. Two age groups of visually handicapped young persons were tested: 7-12 years old and 14-19 years old. It was shown that the training may be beneficiary for blind or visually impaired children and teenagers, especially in tasks related to localization of moving sound sources. No differences in training results were found between age groups. The results of trained groups were compared to those obtained for not trained control groups of young blind individuals.
3
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A New Method of Teaching Spatial Orientation to the Blind

46%
Hojan E., Jakubowski M., Talukder A., Wereda H., Furmann A., Ewertowski R., Skrodzka E., Perz P., Pękala P., Bogusz E., Lubawy H., Tomaszewski F., Czechyra B., Orczyk M., Szymański G., Niewiarowicz M., Hojan-Jezierska D., Jezierska A.
Acta Physica Polonica A
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2012
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vol. 121
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issue 1A
A-5-A-8
EN
Elaboration of a new method of teaching spatial orientation to blind and visually handicapped persons base on urban environment sounds was shown. Task 1 is a questionnaire inquiry on the problems of the blind moving in a big city. In Task 2 a preliminary selection and classification of the acoustic signals and vibrations that can be useful for spatial orientation was made. In Task 3 an analysis of acoustic signals for sound signalisation at pedestrian crossings was made. Some solutions for acoustic signalization were proposed. In Task 4 sounds and vibrations necessary for a library of acoustic events and situations characteristic of a city were recorded. In Task 5 the library was created and arranged to be ready to be used by teachers in the spatial orientation training. The most important outcome of the study was to develop a method of spatial orientation teaching with employment of sounds and verification of the method (Task 6). After verification it is concluded that the method is useful for spatial education of the blind at different levels of their education.
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