A Study On Verbalism Among Visually Impaired Children In Andhra Pradesh

Abstract

Verbalism is especially a problem in the education of blind children since they are limited to the use of senses other than vision. They depend extensively upon tactual observations for concrete experiences. Verbal learning without appropriate formation and concrete experience has been frequently mentioned in the literature as one of the major problems in the education of the visually impaired. Verbalism arises due to acquisition of abstraction resulting from insufficient sensory experiences. Vocabulary acquisition is a continuous and comprehensive ability to be developed systematically through various pre -requisite skills and planned numerous vocabulary acquisition activities. Reading comprehension, listening comprehension and vocabulary development are the essential components of language development for the visually impaired child. Language development for the visually impaired is based on LSRW skills. A study was conducted on 1198 visually impaired children from 24 schools in Andhra Pradesh. Variables chosen are Gender, Age, Level of study, SES, Management and Area of residence. The Gates List verbalism test was used to collect the data. This paper includes the detailed concept of verbalism, major findings of related studies, suggestions to overcome the major obstacles in verbalism and also cites the innovative strategies in teaching learning process which are helpful to the personnel dealing with differently abled in general and visually impaired in particular.