Knowledge of visually impaired children at entrance to regular departments of elementary school Darja Kobal Grum
Summary: This article addresses the problem of knowledge and how it affects the ability of blind and low-vision students to be accepted into the majority of elementary schools. On the basis of metaanalysis, as well as on the basis of case studies, this article suggests that blind and low-vision students need to acquire a variety of complex and pretentious knowledge which could be accomplished only with extended, and extremely professional, support. That knowledge is focused on the following areas: cognitive, verbal, socialization, motor, compensation, and self-help. The study’s results show this type of knowledge can only be acquired with continuous and up-to date psychological and pedagogical assistance. Those kinds of professional support would lead to the adequate conditions blind and low-vision students would need in order to gain entrance into inclusive educational systems.