School maturity and readiness of children with binocular vision disorders

The purpose of the bachelor's thesis is to analyze the school maturity and school readiness of children with binocular vision disorders. The partial aim is to draw up individual plans for the development of the children involved in the research. In order to fulfill the aims mentioned, a method of qualitative research strategy - case study was used. Observation, interview and document analysis were used to gather the data. The thesis is divided into two parts, the theoretical part and the practical part. The theoretical part consists of four chapters. The first chapter deals with the concept of a visually impaired child and the most commonly used classifications of visual impairment. In the second chapter, besides the definition of the term binocular vision, the development of visual perception is described, which includes the development of binocular vision. The third chapter looks into the binocular vision disorders - specifically their definition, classification, possibilities of re-education and finally on their consequences. The last chapter of the theoretical part deals with school maturity and school readiness - particular attention is paid to preschool education, definition of terms school maturity and school readiness, detailed description of individual components of school maturity and in conclusion it also touches on the diagnostics of school maturity. The practical part is divided into three chapters. The first chapter refers to the research methodology. In the second chapter results of the research are analyzed - especially personal anamnestic data, detailed analysis of school maturity and in connection with the development of particular parts of school maturity, the cooperation of the family with pre-school facilities is included. There are drawn up individual plans of development of the children involved in the research in the last chapter of the practical part. Based on the research it was established that it is not possible to determine specific level of school maturity a school readiness of the children with binocular vision disorders, since every child is unique, with his / her own options and limits, which means that the level of school maturity and school readiness of these children is a very individual matter that depends on number of factors, such as type of visual impairment and its impact on particular parts of school maturity, adherence to treatment plan, potential postponement of school attendance and, last but not least, cooperation between the family and the pre-school facility