Literature Review: Impact of Teacher Support on Cognitive Development and Motivation in Visually Impaired Children

Sofi Andini, Khairul Wathoni, Ediyanto Ediyanto, Robitul Umam Ramdani

Abstract


Blindness is a condition in which an individual experiences damage or impairment to their vision. Teachers who teach blind students not only provide material, but also act as facilitators in adaptive learning. This study aims to determine how teachers provide support to blind children and the factors that hinder this support. The method used was a Systematic Literature Review (SLR) of 10 literature sources with two questions asked, namely a. How do teachers provide support for cognitive and motivational improvement in blind children. b. What factors hinder teachers in providing support for cognitive and motivational improvement in blind children. The results of this study are: 1) utilising audio media and Braille boards, creating learning plans tailored to characteristics and abilities, using concrete learning media, and providing praise during the learning process; 2) lack of available facilities and infrastructure, limitations in flexible and accessible learning facilities, lack of adequate Braille resource books, an unsupportive environment, and lack of specialised training for teachers. This research concludes that the role of teachers is crucial in providing education for visually impaired students because teachers have a positive impact on students' cognitive abilities, motivation, learning engagement, and achievement. Providing guidance and direction and building self-confidence can increase their motivation.

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References


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