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Article dans une revue

The severity of the visual impairment and practice matter for drawing ability in children

Abstract : Background and aims : Astonishing drawing capacities have been reported in children with early visual impairments. However, most of the evidence relies on single case studies. Hitherto, no study has systematically jointly investigated, in these children, the role of (1) the severity of the visual handicap, (2) age and (3) practice in drawing. The study aimed at revealing the specificities of the drawing in children deprived from vision, as compared to children with less severe visual handicap and to sighted children performing under haptic or usual visual control. Method : 148 children aged 6–14 years had to produce 12 drawings of familiar objects. 38 had a severe visual impairment, 41 suffered from low vision, and 69 were sighted children performing either under visual condition or blindfolded under haptic control. Results : Recognizability and other characteristics of the drawings were highly dependent on the child’s degree of vision and level of drawing practice, and progressed with chronological age more clearly in the sighted children or those with low vision than in those deprived of vision. Conclusion : The study confirmed that all groups showed significant drawing ability, even the group totally deprived of visual experience. Furthermore, the specificities of the drawings produced by visually-impaired children appeared clearly related to their practice and the severity of their visual impairment. This should incite parents and professionals to encourage these children to practice drawing as early as possible.
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Article dans une revue
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https://hal-univ-bourgogne.archives-ouvertes.fr/hal-01856215
Contributeur : Lead - Université de Bourgogne <>
Soumis le : vendredi 10 août 2018 - 10:47:32
Dernière modification le : samedi 11 août 2018 - 01:12:13

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Annie Vinter, Patrick Bonin, Pascal Morgan. The severity of the visual impairment and practice matter for drawing ability in children. Research in Developmental Disabilities, Elsevier, 2018, 78, pp.15 - 26. ⟨10.1016/j.ridd.2018.04.027⟩. ⟨hal-01856215⟩

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