ABSTRACT

General education of visually impaired individuals is a significant challenge for educators, policymakers, and researchers. This study investigates the specificity with which people with blindness or ultra-low vision (acronym PU is used for the purpose of this paper) perceive the characteristics of reproductive plant parts (spore-bearing parts of mosses and ferns and seed-bearing parts of conifers and flowering plants) during their multisensory exploration. One hundred participants with visual acuity worse than 3/60 from Austria and Montenegro participated in the research. This research uses descriptive and mixed methods of content analysis. The results of this study have shown that PU can perceive the characteristics of reproductive plant parts, which is necessary for both their primary and secondary biological education. There is a discrepancy in the sequencing of the learning content in the biological textbooks from which PU are taught about plants and the sequencing of the descriptions based on the multisensory exploration of the participants. The descriptions of reproductive plant parts in learning material for students with visual impairment should be aligned to their multisensory perceptions through both macro and micro adaptation.

摘要

视障人士的通识教育对教育工作者、政策制定者和研究人员来说是一项重大挑战。本研究调查了失明或视力极低的人（本文使用首字母缩略词 PU）感知植物生殖部分（苔藓和蕨类植物的孢子部分以及针叶树的种子部分）特征的特异性和开花植物）在他们的多感官探索中。来自奥地利和黑山的 100 名视力低于 3/60 的参与者参与了这项研究。本研究采用描述性和混合性的内容分析方法。这项研究的结果表明，PU 可以感知植物生殖部位的特征，这对于他们的小学和中学生物教育都是必要的。PU教授植物的生物课本中学习内容的顺序与基于参与者多感官探索的描述顺序存在差异。视觉障碍学生学习材料中对生殖植物部分的描述应通过宏观和微观适应与他们的多感官感知保持一致。