Within the school activities of blind students, the subject of fine arts is often considered as that part of the content, which is intended only for entertainment and relaxation, and in the absence of sight, its implementation has no meaning. Learning is otherwise more demanding and more time-consuming for the blind, because in contrast to sighted children, who need experience that takes place in a visible way, they help themselves with the type and other senses in order to understand the space. Therefore, any experience, even from other subject areas, can help them understand the specifics of the subject of fine arts, especially in the field of spatial laws. We anticipated that a quality interdisciplinary connection of various school subjects can be a good support for understanding the specifics in the field of spatial design and indirectly spatial orientation. We decided to conduct research in the field of understanding spatial laws in the field of fine arts because we wanted to check the opinion of blind students and their teachers on the treatment of these contents, on possible support adjustments and interdisciplinary links with other school subjects. We conducted structured interviews with blind students of the subject level of education, their art teachers, geography teachers, mathematics teachers and special and rehabilitation pedagogues who perform exercises in the field of orientation and mobility. The participants in the research, sixteen teachers and four students, presented their opinion and together gave answers on the impact of the subject of fine arts on the understanding of the specifics of spatial laws. The impact of fine arts teaching on everyday activities is still unexplored in the field of the blind, so any contribution, regardless of the breadth of research and results, is a welcome contribution to the discussion and further development.
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