Understanding Blindness through Storytelling, Playful Activities and Experiential Learning in First-Grade Students

Stalakti Iliopoulou¹, Athanasia Dampa¹, Paraskevi Giagazoglou¹, Dimitra Dimitropoulou¹, Eleni Fotiadou¹, Vassiliki Pliogou^2
1School of Physical Education & Sport Sciences, Aristotle University of Thessaloniki
²Department of Early Childhood Education, University of Western Macedonia
iliopous@phed-sr.auth.gr, dampatha@hotmail.com, pgiagaz@phed-sr.auth.gr,
dimitropouloudimi@gmail.com, vpliogou@uowm.gr, fotiadi@phed.auth.gr

Abstract

Understanding and accepting disability is an important issue in both special education and education in general. Although schools provide opportunities for interaction among children, misunderstandings and hesitation toward disability may still occur, especially during the early school years. For this reason, the implementation of appropriately designed awareness programs is considered important in helping young students better understand disability and develop more positive attitudes toward it. The present study aimed to examine the effect of a 12-hour intervention program on first-grade students’ understanding and acceptance of blindness. The program combined storytelling, playful activities, and Educational Drama Techniques in order to help students explore everyday situations related to visual impairment and reflect on the experiences of people with blindness. Through discussion, dramatic exploration, and experiential activities, students were encouraged to consider the feelings, challenges, and abilities of individuals with visual impairment. Data were collected through interviews and questionnaires administered before and after the intervention. The results indicated improvements in children’s understanding of blindness, their acceptance of disability, and their behavioural intentions as reflected in the assessment measures. The findings suggest that experiential educational programs that combine storytelling, playful activities and Educational Drama Techniques can support young students in developing a deeper understanding of blindness and more positive attitudes toward disability.

Key words: educational drama techniques, inclusive education, visual impairment, peer acceptance.

Article Type: Open Access

Full Text: PDF