Learning media assessment of blind and visually impaired preschool children

Learning media assessment is an instrument that helps professional workers decide on the literacy media and learning media for a child with blindness or visual impairment. The master's thesis focuses on the use of an instrument in pre-school children with blindness and visual impairment in Slovenia. The literacy of a child with blindness in visual impairment is a process that starts with the definition of a literacy medium. Braille, black print, double or triple media are enabled for blind or visually impaired children. Teachers of students with visual impairments are faced with challenges of determining the initial literacy medium and learning media due to uniqueness of the children, various diagnoses and additional disorders. Family and professionals play an important role in promoting and providing opportunities for developing reading and writing skills of children with blindness and visual impairment. Empirical part presents an instrument that provides information on the use of children's sensory channels, a list of its learning media, readiness for literacy program and the determination of literacy media. With the implementation of the instrument in six pre-school children learning media were assigned to everyone. We could also determine early literacy medium for three children. Results of empirical work indicate the appropriateness of the use of instrument in pre-school children and emphasize the importance of carrying out the assessment at this age period. The information we receive through the instrument influences the subsequent preparation or planning of classes, adjustments and determinations of the necessary tools that the child will need during the school period