Influence of Tactual Orientation Skills on the Attainment of Self-Autonomy of Persons with Severe Visual Impairments in the English-Speaking (North West and South West) Regions, Cameroon
DOI:
https://doi.org/10.47494/mesb.v29i.1556Keywords:
Communication skills, Severe Visual Impairments, Self-Autonomy, Persons With Severe Visual ImpairmentsAbstract
One outcome of vision loss in persons with severe visual impairments is that they are forced to develop compensatory skills especially communication skills that can give them some self-autonomy in carrying out their education, career and meet up with life goals. Tactual orientation skills amongst others are communications skills needed to give them some level of self-autonomy. This study therefore aimed at investigating the influence of tactual orientation skills on the attainment of self-autonomy of persons with severe visual impairments in the North West and South West Regions of Cameroon. The mixed methods sequential explanatory design was adopted for the study. Data were collected from a sample of 286 persons with severe visual impairments. Data were collected with seven items on a Likert scale questionnaire and an interview guide for persons with severe visual impairments. Quantitative data were analysed descriptively using frequency distributions, percentages, and mean scores while the. Spearman’s rho correlation test was used to verify hypothesis and make inferences. Qualitative data were analysed thematically with the aid of themes-groundings-quotations. Findings showed that Tactual orientation skills (R =0. 713) significantly and positively influenced the attainment of self-autonomy in persons with severe visual impairments. Descriptive findings also showed that the acquisition of tactual orientation skills gives persons with severe visual impairments self-autonomy in carrying out their daily activities, education, work and professional life. This implies that with these compensatory tactual orientation skills, they are capable of carrying out their lives with little or no support from those around them. It was recommended that, the state and parents should make available the necessary assistance needed by persons with severe visual impairments to develop their compensatory tactual orientation skills needed for the attainment of self-autonomy.
Downloads
References
Adima E.E (1989) Special Education. Ibadan: NFS Educational Publishers. Ltd.
Bandura A. (1994). Self-efficacy. Encyclopaedia of Human Behaviour, 4, 71-81. New York: Academic Press.
Bandura, A (1997). Self-efficacy. Harvard Mental Health Letter, 13(9), 3-4.
Bandura, A. (1986). Social foundations of thought and action. Upper Saddle River, New Jersey: Prentice Hall Inc.
Davidson, F. W. and Simmons, J. N. (1984). Mediating the Environment for Young Blind Children: A study of Visual Impairment and Blindness. London: Peacock Illions.
EpiData Association, Odense Denmark, 2008
Huebner, K. M. and Wiener, W. R. (2005). Guest Editorial. Journal of Visual Impairment and Blindness, 99, 579-584.
Kalra, N. L. (2009). Design of a Braille writing tutor to combat illiteracy. Information Systems Frontiers.
Ozoji, E. D. (2005). Special education for general studies purposes. Jos, Nigeria: Enterprise Publications.
Reddy, L. G., Ramar, R. and Kusuma, A. (2000). Education of children with special needs. New Delhi: Discovery Publishing House
Ryan, R. M. and Deci, E. L. (2000). Self‐determination theory and the facilitation of intrinsic motivation, social development, and well‐being. American Psychologist, 55, 68‐78.
Shannon, C. E. and Weaver, W. (1963). The Mathematical Theory of Communication. Illinois: University of Illinois Press.
United Nation Convention on the Rights of Persons with Disabilities (2007). New York: United Nations.
Wiemann, J. M. (2003). Forward. In J.O Greene & B.R. Burleson (Eds.), Handbook of communication and social skills, pp. ix-xi.
Published
How to Cite
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
The work simultaneously licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
