Diagnostic of mapping skills in studying the political map in VIIth grade of schools for children with impaired vision

Dessislava Temelkova
Teacher of Geography and History
Public school for children with impaired vision “Dr. Ivan Shishmanov”, Varna 

Summary

This paper discusses the results from a diagnostic survey about mapping skills in studying the political map in VIIth grade with children with impaired vision. These children receive mapping information through the Braille political-geographic map. Maximum effect is obtained in free handling of four techniques, i.e. horizontal, vertical, concentric and a combined one. A conclusion is derived, that students will improve their skills significantly if more instructions are offered by the teacher, who also selects the relevant technique of studying. Two methods have been applied to evaluate the results from the survey held: observation (with a protocol) and testing (with a test). It is interesting to notice, that students have lower results at the tests, i.e. lacking a geographical map they make more mistakes. This requires more work to enhance their spatial concepts. Mapping skills of students with visual impairs are formed, established and developed as a result of continuous work and optimum choice of the respective studying techniques with the active role of a teacher. The comparative results from studying of two regional units, i.e. Europe and then the Balkan Peninsula set a good example; these lessons proved significant success in learning mapping skills.