ﻣﻘﺎﻳﺴﻪ عملکرد در آزمون ادراک دﻳﺪاری-ﻓﻀﺎﻳﻰ ﺑﻨﺘﻮن در داﻧﺶ آﻣﻮزان ﺑﺎ اﺧﺘﻼل ﻳﺎدﮔیری خاص و ﻋﺎدی

ﻫﺪف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻣﻘﺎﯾﺴﻪ ﻋﻤﻠﮑﺮد داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی ﺧﺎص و ﻋﺎدی در آزﻣﻮن ادراک دﯾﺪاری-ﻓﻀﺎﯾﻰ ﺑﻨﺘﻮن اﻧﺠﺎم ﮔﺮﻓﺖ. ﻃﺮح ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻋﻠّﯽ-ﻣﻘﺎﯾﺴﻪای اﺳﺖ. روشﻫﺎ: ﺟﺎﻣﻌﮥآﻣﺎری ﺗﻤﺎﻣﯽ داﻧﺶآﻣﻮزان دارای اﺧﺘﻼل ﯾﺎدﮔﯿﺮی و داﻧﺶآﻣﻮزان ﻋﺎدی دﺑﺴﺘﺎﻧﯽ ﺷﻬﺮﺳﺘﺎن اردﺑﯿﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 97- 1398 ﺑﻪ ﺗﻌﺪاد 119314 ﻧﻔﺮ ﺑﻮد ﮐﻪ از ﺑﯿﻦ آﻧﻬﺎ ﻧﻤﻮﻧﻪای ﺑﻪ ﺣﺠﻢ 120 ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی دردﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ در ﻣﯿﺎن داﻧﺶآﻣﻮزان ﻋﺎدی و داﻧﺶآﻣﻮزان دارای اﺧﺘﻼل ﯾﺎدﮔﯿﺮی 60 ﻧﻔﺮ ﺑﺮای ﻫﺮ ﮔﺮوه (30 دﺧﺘﺮ و 30 ﭘﺴﺮ) ﺑﻮد. از آزﻣﻮن ادراک دﯾﺪاری- ﻓﻀﺎﯾﻰ ﺑﻨﺘﻮن ﺟﻬﺖ ﺳﻨﺠﺶ داﻧﺶآﻣﻮزان اﺳﺘﻔﺎده ﺷﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ ﻧﯿﺰ از آﻣﺎرهﻫﺎی ﺗﻮﺻﯿﻔﻰ و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ دوراﻫﻪ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎنداد ﮐﻪ ﺟﻨﺴﯿﺖ ﺑﻪ ﺗﻨﻬﺎﯾﻰ در ﺳﻄﺢ ﮐﻨﺶ ادراک دﯾﺪارى-ﻓﻀﺎﯾﻰ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎدار دارد، ﻫﻤﭽﻨﯿﻦ ﻧﻮع اﺧﺘﻼل اﻋﻢ از اﺧﺘﻼلﺧﻮاﻧﺪن، اﺧﺘﻼل رﯾﺎﺿﻰ و ﺑﺪون اﺧﺘﻼلﯾﺎدﮔﯿﺮى ﻧﯿﺰ ﺑﻪ ﺗﻨﻬﺎﯾﻰ ﺑﺮ ﺳﻄﺢﮐﻨﺶ ادراک دﯾﺪارى-ﻓﻀﺎﯾﻰ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎدارى دارد، اﮔﺮﭼﻪ اﺛﺮﺗﻌﺎﻣﻠﻰ ﻧﻮع اﺧﺘﻼل ﯾﺎدﮔﯿﺮى (ﺧﻮاﻧﺪن، رﯾﺎﺿﻰ، ﺧﻮاﻧﺪن و رﯾﺎﺿﻰ و ﺑﺪون اﺧﺘﻼلﯾﺎدﮔﯿﺮى) و ﺟﻨﺴﯿﺖ ﺑﺮ ﺳﻄﺢ ﮐﻨﺶ ادراک دﯾﺪاری-ﻓﻀﺎﯾﻰ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎدارى ﻧﺪاﺷﺖ. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﻫﻤﭽﻨﯿﻦ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﮐﻮدﮐﺎن دارای اﺧﺘﻼل ﯾﺎدﮔﯿﺮی در ادراک دﯾﺪاری-ﻓﻀﺎﯾﯽ ﻋﻤﻠﮑﺮد ﺿﻌﯿﻒﺗﺮی ﻧﺴﺒﺖ ﺑﻪ داﻧﺶآﻣﻮزان ﻋﺎدی دارﻧﺪ، ﺑﻨﺎﺑﺮاﯾﻦ ﺑﺮای ﺟﺒﺮان اﯾﻦ ﺿﻌﻒ ﻧﯿﺎزﻣﻨﺪ آﻣﻮزشﻫﺎی وﯾﮋه ﻫﺴﺘﻨﺪ.

Comparison of Performance on Normal the Benton Visual-Spatial Perception Test in Students with Special and Regular Learning Disabilities

This study aimed to compare the performance of male and female students with learning Disabilities and common students during the Benton visual and spatial perception test in elementary schools in Ardabil. The research design is descriptive causal-comparative. The statistical population included all students with learning disabilities as well as normal primary school students in Ardabil city in the academic year 2019 in the number of 119314, from which a sample of 120 people were selected by available sampling method. The Benton spatial visual perception test was used to assess the students. The validity of this test is reported in the range of 0.85 to 0.97. Also, the internal consistency coefficient between the graders is reported to be 0.93. Data were analyzed statistically described and analyzed with two paths ANOVA and SPSS software. The results showed that gender alone had a significant effect on students’ level of visual / spatial perception at 95% confidence level (p = 042). Loneliness has a significant effect on the level of gift / spatial perception action of students at 95% confidence level (p = 0.0001), the interactive effect of learning disability (reading, math, reading, reading and math without learning disabilities) and gender on the level. Students’ visual / spatial perception did not have a significant effect on 95% confidence level (p = 437).Keywords: students, learning disturbances, spatial visual perceptions.