Middle Eastern Journal of Disability Studies

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Hashemi Bakhshi M, Afrooz G A, Sharifi Dahmadi P, Gholam Ali Lavasani M. Visual Imagery of Teacher's Biological and Psychological Characteristics Based on Teacher's Voice to two Groups of Students with and without Visual Impairment: with Emphasis on Puberty. MEJDS 2019; 9 :19-19
URL: http://jdisabilstud.org/article-1-899-en.html

Background & Objective: Sense of vision is the basis of visual imagery. Blind people can compensate for their deficiencies in mental imagery, based on the sensory compensation theory. However, the effect of blindness on some mental processes shows that the performance of blind children and adolescents in visual imaging is different toward normal children and adolescents. Therefore, hearing perception plays a crucial role in the visual image of the blind. The process of formation and perception of space symbols create in the blind people by gradually listening to the sound patterns of different people from their personality traits; imagine the images in their mind and believe into it. Therefore, the present research aimed to consider the visual imagination of personality characters of a teacher in seeing and blinded boys with and without experiencing the puberty.
Methods: This study was a causal-comparative study. The statistical population of this study included all of normal and blind students of Tehran city (capital city of Iran) with and without the puberty experience. One hundred twenty students of primary school (fourth, fifth, sixth grades) and high school (tenth, eleventh, and twelfth grades) were chosen by purposive sampling method for the study. The first stage, five female volunteer teachers who differed in terms of biological and personality characteristics were selected, and his voice recorded by saying a single sentence. The normal and blind student chose one voice from five voices individually, and it was chosen as the selected voice, and the study entered the second stage of sampling. The selected voice replayed for people who voted on it, and those who voted for four other voices were excluded from the study. Then the participants in the sample were asked by using the questionnaire and rebroadcasting the selected voice individually. To data gathering, Catell’s sixteen factors personality inventory and biological features and researcher-made questionnaire on psychological characteristics were used. Validity and reliability of self–made questionnaire were assessed by experts’ opinion and Cronbach’s alpha. We used Chi-Square for data analysis. Validity and reliability of two constructed teacher questionnaires were evaluated at a very good level. Collected data were analyzed using SPSS version 24 and Chi-square test at a significant level (p<0.05).
Results: There is a significant difference (p<0.05) between four groups in terms of visual imagery of the arranged teeth, having smooth skin, age, height and psychological features: the high–performance, irascibility, daring and attractiveness of the sound owner. However, in some biological and psychological characteristics, there is no significant difference between them. Also, mature blinded students had a clearer visual imagination of voice owner.
Conclusions: The study indicates that according to the characteristics of students (regular and blind with and without the experience of puberty), they have different sound imaging. Also, they did not give a negative personality, and they attributed all the positive biological and psychological attributes to the teacher's volunteer, which can be explained according to social psychology theories as well as the teacher's voice in teaching and learning, adaptation, and rehabilitation of blind students is important. Therefore, sound with reverence, affection, happiness and respect is important in the mental health of blind students.