Study on the Acquisition of the Concept of Spatial Representation by Visually Impaired People - Maps for the Future Children Education and Internet - page 298

Fig. 23.6 Laura's model of the classroom
Project activities took place, he used a crayon on paper and attempted to represent
objects with which he had contact, such as the computers, floor and walls (Fig. 23.7 ).
After Bruno had explored a model representing the environment, he was asked to
do a second representation of the same place. In the second drawing we see that the
pupil seeks to represent the floor (number one in the drawing) with a graphic shape
that resembles the real thing, but he cannot spatialize this shape on the paper and
distribute the other items on it (Fig. 23.8 ).
Another activity that was proposed was the theme of how to draw similarities
between Brazil and Africa . The drawing was free and the theme proposed was based
on work already done with pupils in Regular Education and in the project. In his
drawing the pupil ran the crayon over the paper again and explained that he had
drawn hunger, a drum/cylinder, a ball symbolizing the World Cup in Africa and
industries . The pupil demonstrates some knowledge of both territories, but again
just renders a series of scribbled markings (Fig. 23.9 ).