مقايسه پاسخ دانش آموزان عادي و دانش آموزان با اختلالات يادگيري در آزمون تلفيقي بينايي ـ حركتي

Study and comparison of response of normal and learning disabled students on test of Visual –Motor Integration

اين پژوهش به منظور مقايسه پاسخ دانش آموزان عادي و گروههاي مختلف دانش آموزان داراي اختلال يادگيري به آزمون تلفيقي بينايي ـ حركتي انجام شده است. به اين منظور 45 دانش آموز عادي و 45 دانش آموز داراي اختلال در يادگيري در سه گروه 15 نفري شامل دانش آموزان داراي اختلال در خواندن و ديكته، رياضي و ديكته و رياضي انتخاب شدند. يافته هاي حاصل از تحليل واريانس بين گروه كودكان عادي و كودكان داراي اختلالات يادگيري تفاوت معنادار نشان داد. دانش آموزان عادي نسبت به دانش آموزان داراي اختلالات يادگيري عملكرد بهتري داشتند. همچنين، آزمون شفه نتايج زير را نشان مي دهد بين پاسخ دانش آموزان داراي اختلال ديكته- خواندن و اختلال رياضي به آزمون، تفاوت معنادار مشاهده شد. گروه دوم عملكرد بهتري نسبت به گروه اول داشته اند. بين پاسخ دانش آموزان داراي اختلال خواندن- ديكته و اختلال رياضي- ديكته و بين پاسخ دانش آموزان داراي اختلال رياضي- ديكته و اختلال رياضي تفاوت معنادار مشاهده نشد. ازآنجا كه نمره دانش آموزان سه گانه داراي اختلالات يادگيري به آزمون بييري به طور معنادار كمتر از نمره دانش آموزان عادي است،مي توان اين ابزار رابه عنوان ابزارتشخيص افتراقي مورد استفاده قرارداد.

Title :Study and comparison of response of normal and learning disabled students on beeryʹs test of Visual –Motor Integration.objective: This research was done in order to investigate and compare of the response of normal students and different groups of the students with learning disorders(LD), on beeryʹs test of Visual –Motor Integration.Methodology: Four groups were assessed. Forty-five persons were assigned for normal students and Forty-five persons in three groups each consisting of 45 students were assigned for LD students. Three kind of disorder were considered, reading-dictation disorder, mathematic-dictation disorder and mathematic disorder.Results: The ANOVA results between normal and LD students in respect of the beeryʹs test on the ?/2 =0.01 and P=0 were shown that there were significant differences between all groups and the normal studentʹs test response was better than LD students. Furthermore the scheffe test was indicated the following results. There was a main and meaningful difference P < 0.05, between answer of the LD groups and the normal group. The similar amount was obtained when we assessed and compared the students with dictation-reading disorder and the students with mathematic disorder. It means that the second group performance has been better than the first one. There wasnʹt any meaningful difference between the students with reading-dictation disorder and math-dictation disorder (P > 0.05), also comparison of the students with math- dictation disorder and math disorder was shown the similar result (P > 0.05).The whole result of this study can be helped and used to recognize and improve visual and motional/motility disabilities and disorders.