EDUCATION OF SENIORS WITH RESPECT TO THEIR COGNITIVE FUNCTIONS
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Proceedings |
| Conference | 13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019) |
| MU Faculty or unit | |
| Citation | |
| web | https://library.iated.org/view/VOSTRY2019EDU |
| Doi | http://dx.doi.org/10.21125/inted.2019.0471 |
| Keywords | assisting professions; cognitive deficits; special-educational interventions; helping professions; comprehensive rehabilitation |
| Description | The article deals with the problematics of virtual reality and its possibilities and influence on the development of the cognitive functions at geriatric clients from the assisting professions point of view. We used 20 probands within the research. 10 probands were a part of the experimental group that actively participated in our special pedagogical intervention. The remaining 10 probands were part of the control group that did not take part in our intervention. Both groups have regularly participated in activities that were offered by institution providing social services, however we increased these activities at the experimental group by our special pedagogical intervention. It was created an educational plan that was focused on the development of the cognitive functions at individuals suffering from the cognitive deficit for probands from the experimental group. The research sample was focused on persons suffering from a stroke in a chronic stage. We created an educational plan based on the selected sample which was focused on the development of the motoring with the help of the special pedagogical approaches, than on the development of the communication skills using logopedic elements and then as a add-on therapy we used virtual reality using virtual glasses which helped us with the development of the short-term memory, orientation and visuospatial functions. We used freely available commercial products as a software that are ordinarily available on the market. Thus, created special educational procedures were made twice a week for 60 minutes on one proband. The intervention itself took place for 3 months with regular proband testing using standardized tests. In testing we focused on a cognitive function, motor development, and managing day-to-day activities. As a conclusion we would like to point out that special pedagogical intervention led to the improvement in tested areas at probands that were part of the experimental group while the control group in its state rather stagnated or slightly worsened. We also would like to mention the possibilities of a virtual reality with a description of the appropriate program which we would like to develop in the future based on these findings with regards to the rehabilitation and special pedagogical approaches and with regards to possibilities and abilities of selected probands. |