DOCUMENT RESUME

ED 038 811 EC 005 527

AUTHOR Halliday, Carol TITLE The Visually Impaired Child:Growth, Learning, Development - Infancy to School Age. INSTITUTION American Printing House for theBlind, Louisville, KV. SPOTIS AGENCY Office of Education (DREW) ,Washington, D.C. Bureau of Education for the Handicapped. BUREAU NO 13R-272036 PUB DATE Mar 70 GPANT 0EG -2 -6- 062289 -1582 (607) NOTT' 85p.

EDIRS PPICE FDPS Price NP-$0.50 HC-$4.35 DESCP IPTO RS *Child Development, Emotional Development, *Exceptional Child Education, Instructional Materials, Intellectual Development, Language Development, Learning Processes, LearningReadiness, Multiply Handicapped, Perceptual MotorCoordination, Personal Growth, Physical Development,= Preschool Children, Self Care Skills, SocialDevelopment, Special Services, *Visually Handicapped

ABSTRACT Addressed to both professionals and par=ents,the handbook delineates visual impairmentand discusses child growth with reference to the visually handicapped.Development in the visually impaired of self care skills and alongphysical, social/personal, intellectual, and emotional lines isdescribed and contrasted to that of the normal child. Also, schoolreadiness problems for visually and multiply handicapped children arediscussed. Materials and services are considered andtheir sources listed. (JD) GROWTH, LEARNING,THE INFANCY TOVISUALLY-IMPAIRED SCHOOL DEVELOPMENT AGECHILD CAROL HALLIDAY LT 4P1) LT LTLTLT LTLTLTLTLTLT LT LT LT 4:: 5. . 1,.. LT ee leo LT LT LT LTLTLTLT LTLTLT LT LT LT LT .5 55'. LT LT LTLTLTLTLT LT LTLT LT . b. . IIo o . e.5.5.5 . ddo*e . d. INSTRUCTIONAL MATERIALS REFERENCE CENTER FOR LT LTLT LT LT LT ... VISUALLY HANDICAPPED .55do. 5. CHILDREN MEMBER SPECIAL EDUCATION American Printing House for Louisville, Kentucky1839 Frankfort Avenue IIVIC/RMC40206 NETWORK the Blind GROWTH, LEARNING,THE DEVELOPMENT VISUALLY IMPAIRED CHILDINFANCY TO SCHOOL AGE CAROL HALL! DAY By Editorial assistants: GloriaArnie L. J. Dennison Roddey, Ph.D.

U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE InstructionalAmerican Materials Printing Reference House for Center the Blind 1839 Frankfort Avenue THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE OFFICE OF EDUCATION Louisville, Kentucky 40206 March 1970 POSITIONPERSONSTATED OR OR DO ORGANIZATION POLICY. NOT NECESSARILY ORIGINATING REPRESENT IT. OFFICIAL OFFICE Of EDUCATION POINTS Of VIEW OR OPINIONS INSTRUCTIONAL MATERIALS MEMBER SPECIAL EDUCATIONAMERICAN PRINTING HOUSE REFERENCE CENTER FORPublished and distributed by: IMC/RMCFOR NETWORK THE BLIND VISUALLY HANDICAPPED CHILDREN Bureau of Education U. S. OfficeIn Cooperation of With for the Handicapped Education the Funded by: Grant #0EG-2-6-062289-1582(607) TitlePublicProject III, Law Section272036 88-164 302 LT LT LT 4P1) ...... LT LT LT lb 0 LT LT LT LTLTLT LT LT LT LT LT LTLTLT LT LT .. 00.. 4141P00 00..04 0000.. 00 LT LT LTLTLTLTLTLTLT LT LT iloo.0.. soso sooc soso so so so so .48 out co too too o...... 0 ...... 00 ..00 000 ..es o... .. LTLTLTLTLT LT LTLT 00 00.4.. .. LT LT LTLT LT LT LT LT LT 00.0 00 ...... 0 O...... 00...... N. THE VISUALLY IMPAIRED CHILD

GROWTH, LEARNING, DEVELOPMENT

INFANCY TO SCHOOL AGE CHILD'S"OFLATIONSHIP GREAT IMPORTANCE WITH A CARINGTO THE LEARNING IS HIS RE- TIMESHARE!"ADULT AND AND INTEREST THE AMOUNT THEY OF p.51

fv o' .,-...... 8 t.... -, .4. ,-.., 4' * 4 , - - jit.. 1. This booklet is made available by the Instructional Materials PREFACE not yet enrolled in school, the study gives its emphasis to parentsBlindReference as of a Center (IMRC) of the American Printing House for the visuallyservice to teachers, other professional workers and impaired children of pre-school age. It is chronologicalsequencesbehavior and of achievement,developmental avoiding stages arbitrarycommon approachesto children generally. based on age. Information is organized according to schoolandmeant instruction program.to be of practical of the child value from with birth regard until to entry the care,into a training formal occurTheseimpaired may child,vary greatly. too, although The development the age levels of bothat which they may sequences can be experienced by the young visually sighted and The approach in writing the booklet has been eclectic in visuallybeing givenimpE..;red at the children, appropriate however, times. is dependent on certain helps thethat current an attempt thinking has of beenleaders made in the to bringfields togetherof child development and integrate In with the impaired pre-school child. Until recently,The little need attention for this booklet is apparent to those who work heavilyand(1964),1968, visual 1969),on and the Barraga writings (1964) of Freiberg and to and a lesser her colleagues extent on Kurzhals(1964, impairment. Norris, Spaulding, and Brodie (1957), Lowenfeld this latter field the author relied conductedathas which been time given chiefly the to care inthe the learning of home. children, processesThe under responsibility averageduring earlyfalls conditions, heavilychildhood on is Gesell(1965,(1966, andundated).1968 his a&b), colleagues Maxfield (1940, and 1965), Buchholz Maier (1957) (1965) and WatsonMurray In the former field the author is indebted to doBecausethe parents of becausethe lack ofthe research child is notin the ready area, forthe the a formal parent program. is left to job without instructional aids. If an impairment is thewasand ideas Lowreyalso mostof these(1962). helpful. leaders The The Kirk, in interestedtheir Karnes, original and reader works. Kirk is (1968) urged publication to pursue theinvolved difficulties the maytask prove insurmountable, is awesome; with the multiple-impaired child, In addressing itself to the general consideration of children Because this book is intended for readers acquainted with 5 impairedchildreninformation child. is elaborated upon only as it pertains to the visually through experience and/or formal education, basic visuallycapablyvisual impaired other means children of learning to circumvent and living. or minimize their problems while developing more completely and SPECIFICALLY THIS BOOKLET: Lists and describes educational materials especially suited needsDescribes shared the with visually all children; secondly, relates his specific to his particular impaired characteristics child in termsand of basic ways of obtainedMorefor the visually impaired child as he develops and learns. detailed on request information from on APHthe Instructional materials Materialscan be throughPresentsfunctioning, which in outline one children aspect form, normallyofcertain which developmental ispass his visualprior to impairment. sequencesadmission providingNamesReference and Center. identifies salient agencies, programs and services information or aid for the young visually intoDiscusses a formal school program. in specific terms the special helps needed by pertinentimpaired bookschild and and provides related resource and catalogs materials. a bibliography Carol Halliday of

6 This booklet reflects the interest, knowledge, and efforts of ACKNOWLEDGEMENTS Dorward, Mrs. Kay Horton, Mrs. Ina Kurzhals and Robert Winn younginmany which peoplevisually the problemswho impaired helped childof greatlyunderstanding were during studied. the and twelve working month with period the furthermaterials.met in developmentan advisory capacitySpecial to determine the guidelines for appreciation of this 'booklet and is due this committee for related educational its knowledge For giving and generouslymaterials, of special their thoughts and for sharing thanks are due: Dr. Grace wisdom and thorough planning. Mrs.Napier, Virginia Mel Weishahn,Murray and Mrs. Mrs. Ina Betty Kurzhals, Wommack. Mrs. Jane Wegehoft, andconstructivelyBryan, expanded Miss Fredacriticizing thinking Henderson, andare: specifically Mrs. Ina suggesting KurzhalsChief improvementsand Dr.among Carson those who gave time and effort to reading, Dr. Natalie Barraga, Mrs. Dorothy Earlymade Education, possible by: George the Demonstration Peabody College, and Nashville,ResearchParticularly Tennessee Center for fruitful visitations and staff conferences were Nolan. Ogden;State(DARCEE); College,the Texas the Greeley, SchoolNew Nursery Colorado;for the School Blind, the Austin;UtahResearch School Project, for the Colorado Blind, two Project Head impairment were: Those who gave specific consultative aid in relation to visual Dr. S.C. Ashcroft, D. Natalie Barraga, Miss forStart Louisville,Visually Styles Handicapped classes, the Department Children of of St. Psychology, University of Louisville, Kentucky; the Delta Gamma Foundation Louis, Missouri, Inc. InaDorothy Kurzhals, Burlingham, Miss Pauline Moor and Mrs. Virginia Murray. Mrs. Selma Fraiberg and colleagues, Mrs. pages.From the latter group came the photos which enliven the printed theinformative study have letters made and this other booklet contacts the result concerning of aBeyond truly all collective the resources identified, numerous helpful aspects of and In March, 1969, a committee composed of Miss Barbara effort. 7 Handicapped,money made U.S. available Office of by Education, the Bureau Grant of # OEGEducationUndergirding -2 -6- 062289- for the the entire effort has been the supportive grant Law1582(607). 88-164, This Title project, III. 272036, is made possible under Public CONTENTS

Preface 5 Acknowledgments 7

Chapters

I. VISUAL IMPAIRMENT: A DELINEATION 11

II. CHILD GROWTH: A COMPARISON 15

III. DEVELOPMENTAL SEQUENCES: A CONTRAST 25

IV. THE V!SUALLY IMPAIRED CHILD: SCHOOL READINESS 65

V. THE MULTIPLE HANDICAPPED CHILD: ADDITIONAL READINESS PROBLEMS 69

V!. MATERIALS AND SERVICES: SOURCES 71 CHAPTER IVISUAL IMPAIRMENT: A DELINEATION definitionshave been based on acuity and/or a. narrowedTraditional visual field. definitions Both of blindness and of partial-sightedness have been measured on the basis of what the directions,factors such as the child's ability to sit still, to Theattend, evaluation to follow of visual behavior to understand and to use is words. An inaccuratestrongly affected by definitions,normally sighted in large measure, have been drawnperson up to allow the might see at a in- legalgiven distance. Such and visionimagesmeasure in eachreceived may eye result by as the well from two as eyes.failure the abilityAn to incorrect of the measurementchild to fuse themay recognize the amount of establishmentview,tosituations. the thelife situation.blind child For example, from the educational In recent years, definitions have become moreof attuned visual is now considered to be the childimpairment who economic point of alsochild'sstranger result vision orfrom thetest peripheral is being conducted.elements such as the presence of a unfamiliarity of the room where the young learnsor no educationallyresidual vision through employed. braille The and partially related media with little sighted child is felt limited to Obtaining a correct test result is not the only difficulty theto have extent useful that somevision special for educational educational purposes, provisions but are is necessary. theexample,involved. whole storyEven ofwhen a child's acuity sightedness measures can may be notaccurately be known. obtained, children with identical acuity readings will have For determinealways tissue and structure Technically speaking, the degree of bevisual efficiency cannot accurately determined. deficiencies only and, Medical examinations in thiscan explainconsiderableuse of this.residual One,variance vision at least in can actual some be visual degree functioning. of increase Several in effective factors taught. Again, adequate motivation Whenappropriatesense, a provide responses, the most tests limited of visual and acuityconditional can be measurement. made and the child reaches a certain ability level and can make visuallytoOften, see impaired childred indicate, there are legally blind children as muchdata fromas possible current can educational be encouraged programs and developed. for older vision.results One described may still numerically not know, however,both in terms the child'sof near true and visual distant capableattemptschild's functioningof to reading place children printis being of invarious systematically educational sizes. programs Finally, affected the by individual increased appropriate to ofacuity attaining. or the visuai functioning levels which he may be capable their needs (i.e. the right program for the child who has more 11 than one impairment). The obviously unsatisfactory method of 7,71,7A11.,,Vv children with such problems may experience subtle kinds kyrz ,e-7,arrya trruncznilcre, of ayworloban.... becomingplacement less based common. on visual acuity findings only is fortunately figure-groundcoordination,learning low ability to pick out and organize details, weak difficulties. discrimination, and faulty visual target-following. They may evidence poor eye-hand visual One frequent and unfortunateimpairment problem in the diagnosis of is a too early pronouncement regarding a defectsTheuse. major whatever need of the these cause. children Many is ofeducation the helps for essential effectiveWith tothis education, they will minimize their functional visual the child's"blind" ability to to term see. which The mother who is for legal or practical told her child reasons is, is whoseproperlychild problemswith little areor no perceptual. vision will not be necessary trained, Vision which he possesses, observe gross for the childmovements, if regrettably,childamount could of oftenseevision) and used may should when very be the well encouraged child not possessesrealize to look those ata substantial visually.objects the accuracydistinctpostures, of and the facial visual expressions, information as gained well as by to a sizes, shapes and permits him to colors. The content, discern sufficiently given child can, quality and absolute inability visually to distinguish day fromRelatively night. Those few children have total blindness, that is, the orofhimself, observing as hereveals functions the need in each for morenew course,experience. refined If questioning be determined only by learning from the helps, these can child theywithdegree possesseven through the with slightest use and vision in that can way be can helped learn toto use develop what visionthat increasing effectiveness. If such youngsters impairedgainedusually from be providedthe available for the literature younger on child. the visuallySuch help perceptually will best be child or from agencies dealing directly with this usereceive what no vision visual they stimulation have, their and visual fail toability be helped will deteriorate. in putting to concern. In summary, a formal medical definition is neither the only A growing body of data on the problems of visual norimpairment. In addition to the medical consideration,the the child final criterion for determining the child's vision.visual 12careperception based in children already cnclearly indicates the necessity for each child's individual needs. For example, Effectivemust be thought of in terms of his degree of functional educational programs are expanding these visual functioning levels. The results of such programs point to the In view of the foregoing considerations, early childhoodthis study is normallyand/orofneed classifying for furtherconsidered children efforts to simply bein thatthose on direction the who basis show and of bya refute medical their theactions diagnosis practice and visual acuity finding. Visually impaired children are atwithforconcerned short two relatively basicdistances, with groups: little the needorvision small for (those objectsspecial who helps see during light or 1. children with no vision; held close to the eyes) but large objects 2. children generalsubstituteother for their visual learning through touching and than functioning that they learn more efficiently byvisual ways or who must implement, supplement, or listening. whoseincreased vision functional effectiveness. can be used and can probably be educated to

13 ,..4..7.77F7r,',7,71.r.vc,fonswprxmrgyvyx,rIT77.7737rErn,MZ-77", -NE4 CHAPTER II CHILD GROWTH: A COMPARISON are needs, feelings and potentials for growth. AllAmong youngsters the characteristics typical of all children from birth need: from"visually those impaired,"who do not "blind," see at allor to"partially those who sighted," may see will rather range andtotrust be things loved in themselves; which and to have return to meaning be love; cared to to befor them; ableand to toto develop care.trust bothThey increasing people must be orwellRegardless but who areof how confused a child by sees, what however, they seedistortions hebecause is much of like brought about by their visual mechanisms. changes other exploration,ways:ableattain to through movethe best through about their health senses, freely trial possible. and and through error, exercise They play,and must their through learnbodies work,being in in all order through taught.kinds to of difference,childrenbutresponses an individual oneto growth further child. processes. distinguishing in terms of basic needs and feelings and in general His visual impairment is one additional Moreover, he is not only a child feature that makes him Theythey have must to grow, feel accomplishment; they must feel responsible; learn and develop within good commonsense a firm, happy, self-respect. All theacceptedhimself. terms A "impairment"that comment the former is appropriate and refers "handicap." to theat this physical point factregarding of use It is now generally difference, of andchildrenlimits; intellectually. they are openhave to to development develop physically, emotionally, socially ofinimpairment, limitation, the impairment. the which latter are reflects learned the from psychological others and are not ramifications of inherent eachopenhelp himdaynew retain adoors, more more canhappy, encouragefirmly fully what alive him has being. and been canIn learned every aidEvery him way, before, to experience becomechildren can which a child has affects him. Each can have a different view of their environment fromCertainly, those who children are who do not see, or who see partially, warmmust andbe allowedincreasingly and self-sufficient helped to persons. live as receptive, responsive, visually oriented and who see well by usual standards.Boys and girls who are visually impaired: The Visually Impaired Child Children referred to by terms "visually handicapped," 1. Must be systematically andintroduced things around to their them, worldthe even to themselves. Things learned people 15 taughtrelatively when casually vision through is limited. visual means must understand, and develop be consciously whichrecordfirst didhe of learnedorthings said done ato certain do and something learnedthing) and on a by the youngster (dates byhis recordown, orof onquestions which heabout 4.3.2. MustMust be gethave encouraged ideas opportunity about to otheruse totheir whatever know,people, bodies through physical movement and vision theyhow have. they are reacting, exercise. accomplishmentsabouthis behavior. their child, This asand will well be as of thevalue areas in it will aid them in following the child's when parents talk with others which he needs specific voices,eye-to-eyehow they rather arecontact. than feeling from and facial what expressions, they are doing through their gestures or from helps. the child must develop the 5.6. Must Must develop be with an other understanding peoplethat often may not be touched (clouds, that there are certainsnowflakes, things(adults fire).as well as children) evaluateabilities: how and what he sees, to note Parents and others working with to observe the child, to special aid. The growing knowledge recognize how he learns, to what he does well, and 7. Must learn at appropriateexpandto times know their them experiences and be and their known by them and in order to in their developmentpersonal/social to do selves. toenrichedand discover understanding knowledge where he needs ofof thetechnical child and should be combined with an other available aids. Thereand professional persons 8. Must be taught through thethings.things for themselves, just as all growing, expressed understanding children must learn these wheneverimpairedshould be possible. children consultation Parents (not betweensolely sharing on parents the attainwith resultsparents both of otherencouraging visuallybasis of imapirment, but on worldof those correctly around despite them their that visualthey are impairments. learning to know the thewithand chiid'sbasisfruitful.regular, of particular Periodic theirthorough like generaleye needs)ophthalmological condition. can medical check-ups are a must, along attention as required for develops.understanding of him, but confusions may Questions will arise as the visually Those who live around ofhim informationimpaired about their child grows and alsowill abound. Parents grow in their The Early Childhood Years The early childhood years have always been recognized as 16childshould from realize their that experiences they have a wealth together. Especially valuable is a important years, but recently this importance has been greatly childrenemphasized. learn, Much and the is being impact written of the nowemotional about climateintelligence, especially how furthermore he learning and development. Children, from infancy, must is ready to learn and the more he opens himself to hear, smell, taste, feel, see and use their constructiveenvironment.butwhere the infant Itway, is concerned. from the timeIntelligence of birth is on,not andsimply to inherited, learnis to developed is extremely necessary for him to be loved in a through the child's living within his toofmusclesbe these doencouraged things, areas.in order all They toof for which themmust ca!!tomove become for about, much increasingly be more with showingpeople capable and learnin all how on hiswhichreturn own allows when him he just enough choice, but does not leave him on love. It is vital that he be givenis guidance and disciplinenot ready for this. He must have many thatthenot. parent's words Talking cause part with when andchildren describethe childso they isactions visually learn andthat impaired reactionswords thanmake and if sense,he that is followed,sequencesopportunities"working" enable sensesof toilearning move a in child getting around through to to and knowinfancy exercise his and world. andchildhood There to use arewhich, all certainof his learn much more than he would if wordstolearn be help one and them ofto thebecome know most themselvesopen important to learning andways more.other of enabling people is a now felt child to otherwisecertainand more easily. Most important, however, is the realization that "best" times for childrenlea,rn. to learn certain things faster It is being discovered that there seems to be knowledgeable .As was previously about chi'd development feel noted, most persons today who are that there is a influencehishow home a child on and is how received, how he helives learnsaccepted, and grows to feelstimulated, into about adulthood. himself and appreciated have great in thephysically,certainbiological persons intellectually "selves"around them,with and which the socially. rest the of youngsters their This environment order are is affected born. and In the byany order to how children grow and learn emotionally, certain activities he can be expected to do bestGenerally in terms of his speaking, as a child becomes older there are sequence,thanone child, eachthere child can isbe enough faster in another. Within the differentgrowth at ina givenone part chronologicalgeneral of his being growth and learning isexperience,muscle and andbone his development, emotional and his intellectual neurological growth. maturation, No longer his misleading.point Equally important with how quickly a child grows, to make comparing children by age not feel about himself useful, even highest potential. it thought that a child For the most part, the more he learns the left to himself will develop to his andmatures, his worth and develops as a person. is how Especially he continues must to it be remembered 17 thatThishowhis how makespersonthey children think itrather imperative thosefeel than about who simply that themselves are a as childclose a child be to most known themwho often is feel invisually theresults about fullness impaired. fromthem. of Example: The child whoFrom has simplethe learned familiarTo tasksTo to know theharder one unfamiliar tasksdog will be more receptive to other dogs in other settings. How Children Learn Example: The childFrom immediate concernsTo remote concerns second; he then can "nest" three, four, etc. learns first to put one box inside the Thewhichin timeprinciples organizes or regarding are the not basic importance.in order, learning necessarily, and For developmental the most eitherThe part as principles processes.they occurare sowhich follow afford a frame of reference Example: The child begins first to understand how to wait "just willexperiencefora meantmoment" increasinglytake whenplace ofbefore this "afterhelonger is his toldyour periods walk. in nap." the He of morning time.then Afterlearns that sufficient theto wait walk kind, he finally knows what is principles,wouldinterrelated be impossible. could serve Some as illustrations of the examples for other given, principles. or speciffc: With that absolute separation into a distinct sequence From shortone concernTo attention span--To several concerns increased attention span theselearning thoughts and development in take place is to be considered. mind, this over-view of the ways in which Example: The child learns first to do simple things which his periodmother asks him to do. With practice, and over a of time, he learns to follow a series of From more body, involvementIn general, To less a childbody learnsinvolvement and develops: periodcapablewashdirectionsrelationshiphe now your of of time.knows morehands howconcentrated and to sit do down more attention at things the table.") forand a tolonger Since see a (i.e., between "Please put away your wagon, then one step and another, he is Example: The child begins first to reach for an object with his onlyofwholereaching the as body.body by Asbecomes use he progresses,of the increasingly arm andhe becomes hand only. capable The rest of it is necessary to accomplish the particular used voluntarily thinkingFrom thinkingof others of himself, as the center of his worldTo Example: The child learningFrom to large undress muscle himself usageTo usually small is muscle able usage reaching problem. Example: The infant and young child others.aboutawarenessbodies themselves, and and how to get the attention and help of As the intensified child their matures,feelings, how to useexperience their enable him to are very busy learning his increased self '18 toa take button. off his shirt or hat before he is able to undo feelingsunderstand of others. better the point of view, interests and Example: The child's worldFrom is at things first a "lived"Tovery concrete things one, "thought" made thedesireword ball "ball" to is play roundused with inand athat sentence that toy. other He may may things he begins to understand that awaken in him abegin to notice in the world wordsconcrete.reactionsupideas. of things which As As his he he languagecan matures, see, feel,power he learns develops, to speak, his thoughts to use and help him think andactions express in his smell, hear and do. His world are abstractequally From field dependenceTo field independence therewordsningare round. areto in think manya symbolicEventually, symbolically kinds way. of balls. and Finally,to use thishe and other is begin- enablers of thought From using words as labelsTo using words as organizers takerole on in depthhis interactions and breadth with and his play word. an ever enlarging and Example: somethingTheyimmediatelyChildren to around happen them or to orvisualize immediately an object apparent. which are begin by being involvednot only with things able to think ahead to wait for Example: The thatpersons. chairMother Asand and his bed Daddyuse and of tableand Jimmy are all arefurniture. all people child's first words language develops, hemerely learns name things He thus andand outainmoreis daythenot of capableimmediateahead,beforesight, or them.aof thoughts toyenvironment.thinking can As they aboutcan develop,Plansfocus canon they abe made be chosen even though it things which are not subject far become for is talkcategoriesbegins about to his whichorganize world he with retainsthe others.world in around him into verbal his mind and uses to ideas Example: From analysisTo synthesis removed from tne present moment. Example: From one-word sentencesTo expressed thoughts, expressChildren many things: a request to begin by using it. As their vocabulary grows and a word such find it, a wish to as ball to advancedtoyfromitIt or itsto figurepieces. stage out to recognizethe "why"is or ofmuchfor synthesizean him easier to put forthe "pieces" the toy child together. at first to take apart a It is still more advanced to imagine experience than It is a more From doingTo sensingTo symbolizing wordstodeeperplay, think. become a andliking broader more for meaningfulthoughts and to increasethem they their express ability togetherFrom physically or fastening taking apart or undoingTo the (i.e.,consequences Eating too of much an experience candy results based in onbeing its causes. physically putting sick.) Example: The very young child DOES everything. He atwiththinks, first his andhe whole isexperiences shown body orhow its his majorto world play parts. by ball participating byFor instance, in it having the learns, Example: therequired,undoChildren door. the firstthey learn learn toto door latch. takeput offon asocks garmentLater, or hats, or to orfasten to and with more skill candAsball hmuscle-and-joint i heId put becomes into his morehands "feel" mature and of beingwhat he increasingly he helped experiences. to observesmove Theit. reacts now with becomes his interestedsenses and in through the ball's the Example: The child first Fromis aware outlinesTo only of detailsthe main features of characteristicsin learning how (form, to play color, with feel) it himself. Still or in observing and later, the shapesanbut object may of or twonot an objectsnotice idea. Hethatmay may theymake are both of of different them sizes. notice that the over-all "balls" 19 understandHe may it, but completely miss the significance of hear the first part of a sentence and dimensionFrom random ordering orderingTo dimension orderingTo several- madeinstance,noticethe last ofof part. woodrubber he Ascan and andhe learn small. matures big to while think and another of learns, his ball will he asbe is round,able to and react to more than one detail. For Example: The child begins by simply bringing objects together. orderbyroughness).Later, size by he(big more learns to As thanlittle). histhat vocabularyone he can characteristic put and these language objects develop, in order Still later, he learns to put in (height and Example: As youngstersFrom learn to recognize the overall object or identifyingTo comparinganother.comparegoal and They theone details canobject see thatwith differences makeanother it and up, or likenessesonethey goal begin with and to Example: The child From categorizingTo establishing hierarchies objectshe learns around to order him. abstractly, He does as this well. with his thoughts, learns to put into meaningful groups the Example: The child learnsFrom first recognition to tell how of differencesTothings are different. recognition of likenesses later make choices to serve a particular purpose. kindswhichalltoo.In He ofcan learnsfruits. be eaten. Somethat apples manHe learns canare eat,of that different aresome there called he kinds,arethis cannot. apples. many but He learns that apples are fruit process the child not only groups his two,theyisAgain,becauseFor not ofcan instance,thelike he be of three,learnsthe sat their otherupon hewhich feel,to notices choose two,and notare havebefore that actuallythat one theyfour two objecthe alike.legsarecanchairs from alike chooseand are three abecause differentback. those that useToFrom naming perceiving them objects, and their through uses the sensesTo noting their accordingknowledge to butits relative learns importance.to rank each thing he knows Example: From recognizingTo reproducing features.givenBefore object theHe cannotchildhe has can beto makehaveexpected learneda likeness to mold to knowor a reproduceclay its model main a Example: utensilstheofcupPerhapsIn a usesascertain something or ofmuch with colorthe alater,cup "placewithand (to they asize. handle,drinksetting" group They from smoothcups or then learning andas with aare to pourplastic othertouch aware about from). eating orand ofaa cup, children first experience a s From recognizing oppositesTorelationships determining varying kinds objectof an fromobject his or own to experiences.describe it until he knows that of Additional Concerns ceramic object. Example: At first children think and act theysizebut... cannot thegrasp fine shades degrees of inmeaning. between. or."They As They they learn matureunderstand that is the words "big" and "little"relative and that many tither in terms of "either things, too, develops.clearest The following points are added for emphasispossible to giveUnless the indicated differently, the points pertain to all explanation of how the child learns and 20 theydepend are being for theircompared. meaning on thr things with which children. 1. The ways adults feel aboutthe their achievement children and goals the which realism they of set up for the children are 6. There should be many curiosityopportunities and the for desire children to di.;covar. to see doesofextremely today's not necessarily important.visually impaired The range adults and indicate degree ofthat achievement visual loss set the limit for an individual's life youngstersadultslife. Hopefully, "at work" begin doingthey to learn, will useful learn responsibility household that work and tasks.can the bring In realities this pleasure way of picture,goals. Although the visual impairment may at first cloud the focusing on the individualities of the child will visuallyand satisfaction and that it should always be well-done. The impaired since he child must have is his world deliberately 2. Children forenable him. parents and others to set up appropriate expectations need encouragement and increasing challenge to 7. experienceswithoutshownIt tohelp. him, at one time. They needis opportunities to repeatimportant that children not have too many learning unable to observe much of it 3. throughhearing,Itlearn, but use they of theirmust muscles not be overwhelmed. andis joints. important that children have manytouching, opportunities for seeing, smelling, tasting, In this way, they and feeling child'sthem.words, being actions busy and and activities encouraged until they to succeed, feel comfortable and his being with Sometimes the line is exceedingly fine between a mustexpectationsbegin be to purposefully know of thattheir world. helpedworld The and to experiencevisually begin toimpaired feel what safe thechild sightedin often their growingifdriven moreby too independent much demand and is andenjoyingthose life generally and around him are comfortable help. and If therelaxed, child the is 4. Play construct,youngsterschild attains to casually. pretend, to act out some of the important is a learn valuable to teachertry new of materials, children. to Through create play, and 8. Even greater importance is theirofapproachbeing language. abilities attached is probably to to organize the a child'swholesome ideas use andone. to think through the It is now understood that children improve in 5. Children first are interested theytothingsin them.the become thingson Slowly their and increasingly minds their persons andworlds toclosest curious get widen along aboutas with they the others. grow world older beyond and wordsdevelopmanner develop with of expression.experience with improved and The use; andlanguage broadenedand experience used vocabulary and use and of they use. Vocabulary and manner of with the child expression necessaryarm's reach. to showWith visuallythem the impaired world and children to encourage this it is especially contributesimpaired, tospecial this process. and repetitive Particularly efforts when must a be child made is visually to have 21 wordstoknow experience makeabout realfire, different sensebut never aspectsto him.put his Aof child handfire, largely forto it.example, He by must the needs be helped to words used thingsbetterchild's haveandlearning morebeen and easilygrasped. developing. A youngster Certain may things show are no learnedinterest if they are undertaken after other thefireperiodto describe sound,and involvement the odors, with the changesdifferent aspectsmade by of fire fire. all The influence heat, of time through graphic verbal interpretation aboutfire. This knowledge is developed over a long whichfeatures.numerousin a wagonvaries purposes fromat first child contact.and to want child. Later to (The he developmental may enjoy its chartsuse for There seems to be a "right" timelearn for about learning the wagon's theattainedthe understanding choice and of wordsthe of youngster whatshould fire be is.is such that basic meanings are not confused. WellIn every chosen teaching situation timebewillbehavior readyelaborate and frequentfor on onfirst this.) repititionsexposure A child's doesare not necessary not learning mean afor that given learning he skill will toornot it later. Numerous attempts over periods of worldswordsimpairments, presentedtogetherare of value and to givetheseto all them children.children meaning. doFor even children more with to tie visual their word choice is particularly important. The direction.withoccur. the Remember simplest and that moves what children in an increasingly do and think complex begins 9. Children learn better whencarrya they new out watchaction; the andaction. then, hear do The ithow themselves,visually to do impaired talking child about depends it as they far 11 'ibf directionsindependent. This is particularly imperativevital for the child who importancewhich allow to and all childrenencourage them to is their learning become in ofwatchmoreHe the probably onandadult this listen who methodwatches as holds he of bestis thelearning. shown bytool putting howor by tohis having use hand a child's theon theadult's tool.hand For example, he must thisisithas takes toyoungster. any grow amajor realinto This concentratedimpairment.a healthy natural and tendency The effort productive natural to is control often tendency human so it. strong isbeing, to dothat hefor If the child ofchild'sperformhand a conversational encompass talking its function. about his whiletheAs actionsthe the tool two will together help him cause master the tool their to sort explains the ensuing actions. The is used, verbal description himselfgoodattitudes)must sense, those which everythings make person which this make shouldpossible. him be feel Withinshown self-confident thehow bounds to do and for of be helped to gain the tools (skills, knowledge, 2210. More and more there is an awareness procedure.of a certain order to a capablehelp from of managingothers should his world. be sought. Yet, each This mustis particularly learn when true of the visually impaired individual who must throughout life both hands were free for the necessary work! It is essential thatareas.honestly enables He recognize needs him to andkeeplearn evaluate hishow self to askhisrespect, need andfor help in certain for this help in a way he must learn thatpartsevenhimself the thoughof childpersonally those itwho takesaround andis tohim. share in much effort on his visuallypart and impaired on the learn to care for If he does not learn to be household responsibilities twelveareasto be alertwhere year to old his ways boyabilities inwith which areno vision he can who when camping sharpest. There is a storyolds of delighted a his buddies by offer aid to others in with willaroundindependent assume him will he realizewill be hisless dependency of a person it to be the result of the andbecause inadequacy of it. Those andvisual impairment. flapsgoinga holdgroup over outa offlashlight inwindows.sighted intwelve They order yearreasoned to see what that hehe wasdid not late night in a downpour to let down canvas doing. Thus, have to Actuallylack of experience and it will have resulted, to a far greater appropriate teachings. extent, from

23 CHAPTER IIIDEVELOPMENTAL SEQUENCES: A CONTRAST as guides for setting up reasonable expectationsThe for growth them. Theand learning patterns of children can be studied PHYSICAL GROWTH AND DEVELOPMENT Withinthatstudy only of these actual the limitsoutside patterns much limits isvariation especiallyof development can valuableoccur, are depending when set by one heredity. on recalls each ingly complex ways, certain directions are taken:WhenAs children youngsters mature are and quite learn small to use their their activities bodies involve in increas- their child's experiences in his world. Generally, as youngsters mature, certain patterns of growth first,severalwhole bodies. body parts.Gradually, A good they example become isable to use one, then ball play. This, at howwhethermatters.unfold. extensively theyThese Comparison have are visualthe withsame impairments other in many children directions or cannot. scarcelyHow for mostquickly be children, helped and these patterns develop are highly individual Childrenbody movements first learn become to use more large specialized. muscles which allow theminvolves a scramble of total body activity; later the him.progressbut While it at patterns a rate which can beseems an aid, comfortable deviations yet from interesting them need for is far better for a particular youngster to be helped to thusto pickreach using up for thingsincreasingly and graspby means refinedat objects. of themuscle whole Eventually activity. hand, they then are fingers, able dispelnot cause fears alarm. that the child Careful observation of the child's attitudes and behavior can is not functioning at his proper level totalliftThe his infantway, head todevelops andpull toand holdin scoot a head-to-footit up, along to use a surface, manner.arms and to He crawl,chest learns inand toa andindicates pace. correctA happy, growth independent progress. and responsiveGrowth child and usually development patterns to be considered are in headAsto use-feet the will child stay and learns in legs line toin with ordercontrol the to middle hiswalk. head of his(that body) is, when while hishe emotionalthe physical, areas. personal/social (including self-care), intellectual and callyis on two-sided" his back, hephase. changes This from change a one-sided means that to a for "symmetri- a time 25 the child is acting with both hands and arms at the same move, explore and be curious. More refined "orientation and thecometime,side child later,of hisbegins after body muchto over show practicethat a ofpreference the with other. the bilateral.for the use Still of later, one in the same way. More advanced one-sided actions mobility"his body techniques will have cana narrow, be learned fearful later. world andThe willchild feel who unsure does not know how to move about and use theyFirst mature actions physically, of children they make become use of bettermany ablemuscles. to use As morebodyof himself self-confidentand asin he feels and more happy. comfortable with it, he will become it. As the child learns to know how he can use his certainfewer musclestask. and to involve just those needed to do a theydirections usually in whichoccur, the within child each develops grouping. physically As isThe known,are ordered a child as physical development sequence follows. General knowingmany other how children, to move to in feelspace the in pleasure different ofways. movingThe Oftenchild about withhe must anda visual impairment needs, even more than time.canprogression be No at mention different that levels in the various groupings at the same is of first importance rather thanis made the ofpoint age in since it is the continuing seegivenbe shown well particular enough specifically encouragementto notice how on to his crawl, ownin these. tohow roll, theseHe to verywalk, things likely or are must will done. notbe otherwisetimeprinciples indicated. apply in each developmental sequence presented unlessat which a certain functioning stage is reached. These Thisanothertheso that maychild he tonecessitate to getcan look the tell with feelwhat carrying ofhis is a beinghandscertain out done.an action.at activitythe physical close toactivities the child of It nuy require allowing childrenparticularly to those of like number at the leftThe side of the page. are comments ordered specificallyby number (where regarding feasible) visually to impaired relate they Children needwill to be "shown" and to learn the areas where spend most of their time. While there are certain the Itpoints will be made. apparent, however, that there is much overlapping in 26establishedand bodily ways movement, for the effectiveit teaching of basic motor skills is of first importance that the child eventually pass, quite well, through the steps assuringIt good gross should be noted that the visually impaired child can motor (large muscle) development. He will usually do so more show that old.Certainly It is possible its attainment that this process will vary may with eventually be individualaccelerated. children. The visionslowlyinfant than the sighted child, however. Latest findings beginsreaches to coordinate the age the gross motor process when of four or five months. The visually the pointripen remains later than that, eye/hand coordination. understand at present, ear /hand coordination seems to Knowing this, it impaired child is not will byimpairedDIRECTIONS hearing child and is INonlybelieved WHICH when to' CHILDRENthe coordinate youngster the isgross about motor ten process COMMENTS SPECIFICALLY REGARDING months difficultexperience a different rate of development to THE VISUALLY IMPAIRED CHILD that the visually in certain areas. 1.DEVELOP Lying on PHYSICALLY front and back 1. For the visually impairedinteresting. child, the prone It may even bother his breathing and position is not naturally comfortable or make moving more difficult when The Child: balancesliftslies headon front, headwhen on when lyingback onsitting, stomach held the(especiallymean visual the stimuli visually in order which impaired to eventually make head become youngster should not lie on his lifting purposeful are lackirg. This doesable not to creep). Rather, he should be given front; he needs to do so rolls over from stomachorthen supportedto back, back to stomach canhimreasons do where so forpurposefully. he holding will hit them and cause his head up and for moving while in Little objects which will make noise should them to sound. His look can be kept directed this position, so that he be hung above lifts head up when lying on back numeroustohis his head mother's andfrom diverse theseface through positionsways to with lie onher his talking front toand him. back He and must to bebecome encouragedincreasing success. able to raise through 2. Sitting The Child: sits with support 2. Sitting also depends onthe givenencouragement same a paceguide as for the sitting sighted (the child. "feel" of The visually impairedand help, child but may can need oftenwhat to be be this learned new atposition about is) through being sits faces, leaning alone, briefly, forward on hands on flat sur- reasonspropped forup sittingwith pillows will and/or supported help him want to do so. Those reasons may beside another's body. Giving the child include: nearness 27 sitssits in chair regardless of place independently and steadily, themaketo abilitymother; sound. to being move closer differently to mother's over more face space(her words); and to lap reach games farther; played the with ability mother; to 3. Moving about The Child: seats self in child-sized chair 3. Much care must be directedtendency to has the beenvisually to leaveimpaired the baby'sinfant inuse the of pen a play for longpen. periodsThe because the pen moves about on flat surfaces world.playwasprovide thoughtpen It can ina limited thetobe be madelife a areaofsafe, interestingany whichcomfortable baby. the toAs childexplore he place begins gets forand tohim. toto know moveexperience There before about, certainly bybraving the furnishing is play a moreplace pen it forofcanwith thea relativelyhomeframedifferent basesupport kindseasily for for theofby objectsearly thechild visually attempts who for is theimpaired outside tochild stand toyoungsterit, playand walk.itwith who and The is explore. startingplay pen to can really serve move. as is big enough to be found again It can offer a AsNormally, soon as thesethe child 'purposes who is havevisually been impaired accomplished, will creep it isonly time after to put he thebegins pen toaway. have creeps and pulls self to feet at a canThisear/handyoungster be coordination encouraged coordination shows seldom interestto creep (the developsin towardability creeping tosounds, until reach (getting suchtoward on as hands thea toy sourceand which knees, soundsof a forgiven example),but sound).which ishe near the end of the first year. As the standswalks sideways with help holding railto rail ThisThejust beyond visuallylearning his impairedperiod reach. is achild further will opportunitystand, then to walk expand with the help, child's much knowledge like any child.of his 28 environment. He can be told details of his environment and the changes as he walks with one hand held, can , 'fr.! nc2tir toddleswalks aloneabout the housestand and yard alone freely,(later, with in immediate little assistance neighbor- 15.1r. runs well hood) exploreencounters and them look. in When moving he from is ready one to place to another. He must bewalk given on his own, several factors must be and the challenge of a new posture time to considered.usablewhich faceinformation, Besides every young lessthe problemscasually walker, obtained, theof balance to gain confidence but will need more child with limited vision will have less guide his going from place to place. time to do so. readilyIt will He canoutbe attain goodof reach. skillfor himand As ifhecan furniture is at becomes older and things are moved be helpful and thoughtful.first Thoughleft in one place, with breakable occasionally, comments bumps and falls things put willAsencouragingregarding he improves their "try new inagain", confidence positions will givewill and this youngster occur, as they do for all children,skill, he will begin to organize his world a hug or comment,the courage to make further efforts. along with an in his effectivemind to theuse point of memory. that he can move from place to place for a purpose and through 29 Asthathazards: the some visually what areas impaired they are are, for child whatplay moves andthey others cause, about are howhe not;will to needdealthat thewith "gate" them. help in becoming aware of marks the stairsHe canat be taught towhichin be the shown point tricycle he such mustwheel things reach and a thatnumberfor thethe railing. tricycleof times He can in can orderoverturn. learn to that He fingers can do so. will learn, but may need be pinched 4. Managing stairs The Child: 4. Climbing up and going firstdown another stairs mustperson be might shown go to up the a step or two beside him, encouraging visually impaired child. At and helping te walks creeps upstairs, bumps downstairson his seat up and down alone, initially.Later,him explore coming The and youngster's down understand can be foot done what use in ismaythe happening same be helped fashion through if with theonly repeating a his feet are placed one at a few steps involved of actions. walks up (later, down) stepbringingone step feet together at each etc.time"showing on the him step, how" with can hand be position followed adjusted in teaching on thethe railing.youngster This to play detailed way of ball, jump, dashes fashionafter another, up and alternating feet down, adult

xa 30 5. Sometimes visually impaired children are observed to spend periods of time rocking 5. Moving, in ways otherThe than Child: walking jumpsbounces in place, when alonesupported becausetheir"mannerisms" children are not sometimesvisually impaired mistakenly develop called such "blindisms." mannerisms bodiesThis and is back and forth or making certain motions over and over. These many childrena poor name standsjumps on from one foot, balancingwith several help; then, alone bottom stair step, toysoftenwho aresuch result visually as from the impairedhorsea child's that havenot rocks knowing not and developed thewhat rocking else them. to chair do.Such Peopletend motions to startask and whether or encourage large movements skips,secondshopsskips using onon oneone alternate footfoot only feet useyoungsteropportunities"mannerisms." his body knows infor ways Thismany how thatshould to kinds purposefully are ofnotfun play andbe and the moveinteresting, acase broad about, at varietyheall to thencontrol of has experiences. his little movements reason When to andresort the to if the child using them has turns becomestunts increasingly better) somersaults (balance and and rhythm enjoys to "mannerisms." 6. Reaching and graspingThe Child: brings explore when they are given to objects to mouth to 6. Something must interestvisuallyObjects the impaired shouldchild before sound child he needsand is motivated feel the worthy kind to of reach motivationinvestigating. and that While makes it is natural for the sense to him. grasp. The him objects.oftenincreasingsighted needs There infant development shouldto to have reach be things suitable with of good putboth toys intohand hands within his use), handsin his thethe reach. beginningyoungsteror must Cradle have (anwho gyms actionhis is canvisually hands have putimpaired sound necessary for onto within"finding"purposefulmakers easy built can reach reaching in be or taught.several added. can Toys ofInitially,occur. his should favorite The the youngsterchildbe toys. interesting who Thus wouldsits "looking" shouldto hitthe these touch have by around accident. him Later, and can be fostered and as well as to the ear (at times, to the "movement-sense," and to the sense of smell). Near the end of 31 reaches for things, hands first, later, grasps (both with one thehave youngster's helped its first development. year, ear/hand Then, coordination his reaching will can occur be ifdirected appropriate toward experiences a particular palm/fingers thumb/fingerhand) grasp grasp develops to togethersound and for grasp picking will up have and developedholding on to anthe object. point that thumb and finger can work 7. Playing The Child: involving large muscle use with toys and equipment 7. The visually impairedthe Forchild sighted example, will enjoychild he enjoys, the will "gross but hismotor" interests toys mayand activitiesstem from which other than visual features. be more aware of sound. The muscular effort involved in pulls, objects pushes toys and movable example,feetBoysactions on and relatedthethey girls pedals will whoto "see" them anddo thenot mayhaving tricycle see outweigh willthem pedals "look" guided or andtakewith howthetheir placethey hands are of ortheused look visual by "close putting experience. up." their For in the "triking" motion as well as thechildthroughfunction. areas require tactual in The which caution. totallyexploration these These blind activities ofchildchildren them. maycan needOf be trike course, done firm, and wisely safe, bike,activities sensibleand but thewillfor cuestheneedlimits visually by withinhelp which in impairedwhich knowinghe can to butswing-chainmoreknow not slowly,whereat a meansdistance wherehe that to need ridehe mtnt freelyhelp be in and alert formulating where to avoid to usecollision.guidance caution). Children for action who (where see at tonear go is. He must know, for example, that the near squeak of the 32 usesrides wagon, wheeled buggy toys to which push,things cancarry in be swings,begins to ride tricyclepushed by feet slides, climbs, uses other uses scooter"playground equipment" sled, skates, jumping rope, 8. Playing with large ballThe Child: 8. Ball evenprovided larger, the ball is of sufficient size for him to handle.play Volleyball can be pleasurableto beachbal{ assize, well as beneficial activity for almost any child,is needed. Whether or not a child can see, he can play with the ball laterreacts may to walk into, touch,at,movement kick at it ball by some kind of hit Sometimesanyhimself defined and asmall exploresounding space, its device possibilities.the ball can can be be added rolled, to bounced, the ball to make it easier and more In a confined area such as a corner or within kicked, and then retrieved. catchespushes ball with hands, on ground, in ball between legs, later air existsplacedinterestingball-playing withinside ato involvesa follow. rubber A theball "jingle social which bell" aspects is then can vulcanized.andbe attached these also A toVoit can the ball, be ball builtof or volleyball intobells the can size,game. be bell already in it but its bounce is limited. Part of the fun of throwsthrow,kickshurls ballball kicks in requested with increasing direction skill word.physical"How" The will abilitymaturity depend, and of controlhis in part,companions as on well the as isfunctioning his also ability a factor. to level understand of the child and usein terms the spoken of his littal 33 PERSONAL / SOCIAL GROWTH AND DEVELOPMENT andthings the he ways learns he to feels do for others himself, feel theabout successes him. If his he feeling experiences about takesand love.and he His receives world moves from those around closest him and to him. focusesA He child gives, on begins him. too, He life as one who needs much attention, care important.willhimself begin is goodto consider and if hethose feels about he can hirn trust and those to feel around that they him, arehe feelings,areas.becnmesthrough He his and olderlearns actions the and topeople knowandmore physical and experienced, managethings and around verbalhis he body, adds him.exprebsions. his to Starting himselfthoughts from Asin and he a all being, first consideration must be given to the mostIn thinking immediate of the child's development into a personal/social takesfornarrow himself, in other world, his people. ownhis world wants expands. and needs, Beginning his concern with greatincreasingly concern awarenessrelationshipsand of himself. within his family and his neighborhood familiarand to the of his concerns,Next, consideration can be given to his which is his interest in and DIRECTIONS IN WHICHThe CHILDREN, child builds his understanding of himself on the base of COMMENTS SPECIFICALLY REGARDING THE VISUALLY IMPAIRED CHILD waysincreasing in importance. which his community unfolds for him and assumes PERSONAL-FAMIPERSONAL/SOCIALGENERALLY LY-NEIGHBORHOOD DEVELOP BEINGS AS 1.RELATIONSHIPS With regard to general interaction with others 1. Eye-to-eye contactwill manyimpairedbetween be missedkinds parentchild of verycontact,is andgoing much child otherto smile,mayat thanfirst. exist laugh, visual,When only cry, canminimally,it and be respondenjoyed if at all, toand voiceand enc.Juraged. ?ad touch, Though all the is known, however, that the visually The Child: smiles,has spontaneous social tosmile others laughs aloud in response him,voicethe visually touching and general impaired him asmanner childhe grows may can notolder, tell see him. will how Holding help one him is him feelfeeling while wanted, by he one's isenjoyed, face or needed, "look," little, embracing 34 frequentlydemands personal attention cries when people, theloved. world Talking around with him. him will increasingly help him to understand and feel a part of especially parents, leave room, The youngster who is visually impaired will have an important effect on those imitatesresponds expressionsleaving him alone facial to expressionsothers' and facial aroundunderstandingstrangers, and from lack of consideration will be directed to the parents andhim, thoughtless beginning with remarks, his criticism,immediate family. even rudeness, Questions from friends and both from lack of isplays more shy with strangerswith"bye-bye"gestures thanimmediate family "pat-a-cake" and waves thelikefrequently value parents of to their ofthe all efforts,child other himself. tochildren, feel These they must are events continueexpecting may wellin too their cause much efforts the of parentstheir to learn child. to how question They, their isbegins apt to torepeat vary behavioractions ataccordingto otherswhich emotional reactions of childThe learns visually and impaired how he childcan most needs efficiently more help become than histhe best sighted unique child self. to become an beginstries to to get claim attention certain possessions by noises,othersmaking laughetc. musthisincreasingly mother be "shown" as responsible she andworks he andaround must capable be the given house. person. time He He to must needsreally be to "look."told be what actively He she must involved is doing.be given with He showsseeks signs of affection,guiltbehavior adult praise for correct pity, table,clotheshimsimple toto infeel maketasks himself tohis do. own a Heuseful bed, can householdto learn help to with get member. the his yard own work.toys, toSuch put learningsthem away, will to enable put his a certain spot when he takes them off, to help wash dishes, to set the tries ordirections,through disapproval acts responds of his to approval to to please adults, followsmake others laugh andThe learningchild who to is play visually with impairedother children. may need First moreof all, thanhis contacts the usual with help them in meeting call for shows interest activity in family, its treatedwithpartmore inthis planning. thisfairly youngster. regard. loom. He isAwarenessSecondly, Anxieties less likely itabout ofto thesebegin his concerns themsafety, on that his can ownhe enable have since hisone vision share, to work plays that out a heheavy ways be is natural, at first thought, to feel overly-protective enjoyto manage others so as that well the as visuallydevelop impairedincreasing child ability will to learn do so to on be his with, own. appreciate and 35 likes responsibilities to have little household becomes more resistant to author- urge please adults 4104.6*. cangoes on errands outside homeity,lessens put away to toys, personal getsis around neighborhoodleavingbelongings, inde-increasingly parents hang up well clothes adjusted to PY" is watchingpendently,dependablebrother, crossing morethough in protectivetakingstreets care of of sister, although not ;:ounger need morelikes family sensitive excursions, outingsthemothers to reactions of canresponds help around negatively house to pressure,whenapt to criticized become or rude punished or sulk and yard can withresponsibilities run simpleerrands with respon- small tasks sums and of can go alone or sibilitystreetsschool,money are church, crossed store even if for with friend to 36 2. With regard to play (through which acquaintedwithchildren with their world) others increasingly and becomeinteract 2. There are some specialimpaired, points to among note which the following reegarding salient. the While play the of infantthe child is still who is visually in his baby The Child: plays h olds with own toys and hands, plays fingers, with sensationsaroundbed, toys him. insidewhich His movements andmake outside noise of himself.and hands, are in Thesefeet,:eresting and will tobody motivate touch will should cause him to bethe further placed sounds investigate above and giveand can amuse self rattleminutes alone for some withthehelped world which toaround he look is playing) forhim. it When and the the yo a as appropriat ingsterlult drops ain toy terms (for example,of his functioning the rattle level)is there until to he notice, the child should be examinesrespondsbangs toys to toys, music moves themplace from to place througheventually his learnsown actions. that things dropped do not simple disappear but can be found hugslikes water;carries likes it around to pour them; later to doll play or with stuffed sand, mud, animal, Thehelp)he visuallycan to be reach helped impaired in theto turnchild direction toward needs of ato thecert I: am to sound.followin sound. sound. Through As When time many hepasses, contacts is quite he small,withcan learnobjects (with plays on solitary level atplayotherthen first,creates developswith children, withthem awarenessthem but does notof andasof time,theiris true sounds, he of will children, beginhe can togenerally. learn develop that certain likes and sounds dislikes and regardingobjects go materialstogether. Over and aactivities, period avoidscan figure simple out hazards ways to overcomedoors)some obstacles (such as closed aswhichIn to choosing whatever are interesting toys remaining for to thethe vision visuallytouch, he to mayimpzired muscular have. child feel,Sometimes itto hearing a toy and can to besmell, changed as well to is important to look for those showsis beginning toys orto offersclaim certainthemsomeonepossessions to else as as his means own of bediscussedbetter bought serve earlier)or this made youngster's may at home,be appropriate. needs. the visually The V/hile addition impaired there ofare child a manydifferent will suitable also texture enjoy toys (or household which a bell, can as social contact iceobjects cube such trays, as pots and pans, as do most children. Cardboard boxes, waxed paper, old spools and jar Ii s can become excellent play things. Where 37 Likes to play near otherbutoften children, does doing not the play same cooperatively thing, tomorepossible, see range that toys heof which usecan for servecause a longer several different time, purposes thingsit also should enablesto happen be thechosen. withchild the Notwho sameonly uses does object.a given this give Fortoy givenengagesinitiates interesting in own imaginative play materials when playstuffedas putting(such animals) doll to bed, feeding example,down on aand singing spun, top with can a special first be noise rolled, resifting. felt, or banged. Later, it can be pushed As the visually impaired child becomes olde .., he can learn to find his own toys and andabilityto putplaces to them amuse to keepaway himself them, when and he he needsto iskeep through certain himse wi Ifth Dtherbusy. them.worthwhile. possessionsBesides needing Having of his toys hisown of own whichhis coatown will hook In this way, he increases his forandhishelp putting towel,easy him identificationawayfeeleach more clotheswithin an easyof whichindividual them, reach have are andare importantbeen amore he m arkedp. His withown to apart buttonhis oflearning a orcloset other to assumeor object drawers responsibilityfor forChildren himself. often like to play at keeping house or at doing household things. Through beginshelps toput take things turns, away, share playcanbreakable in carrywith other objects children whatdifferent,these isactivities involved but needs they in suchacquire many tasks morebasic as consciouslylearnings. dusting, w tshinghe dishes, child who doing is laundry,visuallyplanned sweeping,impaired opportunities is no for observing playsoften hascooperatively ideas too complicatedwithchildren,for other him knowsto carry to outtake turns, things.raking, He etc. needs He needscountless to be opportunities encouraged to to u a Iderstandcompany what the is adult being who done is anddoing why. these 38 doshare, so though may not always Doll play, in the usual sense (the doll used an d treated as a person) comes naturally prefers childrento play into a adults group,often but has a special friend visuallywhetherto most impairedsighteddolls or childrencars, children. have They little meaning,are not able in t at a young age. )heery understand, usually small likenesses understood with their of way, fingers,real to objects, young what withmay specialoften brag, guidance, exaggerate willotherinterrupting avoid to children play or conversa- verytheythese haveprobably, small been objects experienced represent directlysince the many ideas tim o at first, have values and m aningss. for theyoung real visually objects impairedEarly are not doll clear and untilcar play, then, will likes to sing, dance, playtion records of other children feelchildren quite different from those for most of a doll, its shape and the sound it 3,iightedlakes youngsters.would probably For example, takeetc. priority, the likesparticipates to "dress in singing up" in games adultclothesdramatic and play initially, over feeding the doll, putting it to slee less must be expected, even desired, adjusts readily to group ations,situ- has learned to whereA reasonable the visually amount impaired of noise, child dirt and messi is concerne I (reasonable in terms of the child, plays active games of aothers com-cooperate, knows rights of theybecomesespecially, make. acquainted though In order the withfor feelings him certain to of begin materialshis family to kno an h :reI to be considered,suchobjects too). materials chieflyThe childas throughmud, sand, the water,noises accepts adult supervisionto better,ispetitive rules, more regulations natureinterested such in as conforming tag newspapersoldsnow, clothes dry leaves, andby thepaper paint, little towels etc.,one willheand helpwill the have make use to thof seeel necessary and"protectors" smell and them. valuableand The "cleaners" experienceswearing such of as engagesis spurred in rough on by and competition tumblephysicalplay, likes activity stunts, gymnastics, much more bearable to those in his household. isseeks more and aggressive, finds own independent friendsgroup, disagrees in more with introducedCertainmuch thingspractice to whichthe may visually the need sighted impaired to follow.child imitateschild These by th tac :ivitieseough adults observinginclude around turning visually him. In thewill some haveknob cases, to to be ideasother childrenof his own since he now has puttingopen a thingsdoor, openingaway, unlatching, and closing picking drawers, up obje ca ..ts whichrying, have setting dropped, down pouring.what is carried, 39 playbegins interests to differentiate in terms regardingof sex visuallyIt impaired youngster. He willis probably sh a real temptation to use records, radio ow andinterest television in these to fromexcess an withearly the e very much likes to pretendis more sensitive to adults'reactions dramatize, withage,result, as domay most overexpose children. the Adults child around by leaving him, him the constant sound of music or the not knowinghumanalone voice the in his damage baby bed that or can play pen, via artificial media impairedplayingbutsurrounding poor of choiceschild, radio, him. especially, Selected orTV, indiscriminate or records records, needs muchcanparticularly,use becan more a do tc hi Iannorehly this unrealharm kindn bring than ofexperience. passive pleasure good. The "entertain- and The constant teach, visually as we!I; ment."hand andFor inhim, an active, adult-shown way. it is vital to have many ch nces to get to know his world first % SELF-CARE SKILLS youngstercertainimportance confidence gains to any by inchild. knowing himselfAttaining There whichhe self-care can a skills is of great is a takebasedessential care of his own basic needs. It is on thatreality, this grow self-confidence, steadily in positivefeelingpaired youngsterof can have the same directions. self-confidence The visually appreciated im- andinglearn othersenjoyed and it he more more must by consciousplanning,the have sighted from more effort. his child. parentsshow- Wise To actionsuselanguage of words and development inthings terms can and of relating increase enable ly.learning in several ways, simultaneous- need' to be helped to recognize his bottle. The 1. With regard to eatingThe Child: requires nic,,:rt feeding, plus day; 1. The infant with impairedencouragerepeating vision ofsuch a few recognition. similar words each time He will be alerted by tone of voice and overall manner it is placed in his mouth or hands will bottle recognizes later, day feeding, only bottle, increases willeven help though him associatehe does not this yet touchable o iject understa d the words. Placing his hands on the with the milk that he is getting. 41 activity 0 L4 ,777, at 7.7.ar,c sight of it; later, ""r,o It is extremely important that the visually i Ipaired child be held by his mother (or feedspuckers mouth for foodholds it self toast, crackers seedevelop"caring and is andadult") not receiving held, while a bottlehe of takes food has istheno tied sourcebottle. in wi In h this the relationship. If the child nd may well seem to be coming out of way, a warm relationship begins to cannot rubs spoon and puts forit (munches)to licking mouth steps.heprogressthe is air. not As observing tosoon solid as foods the what youngster just others as can are begins any doing child to as idt, fingermust befoods helped should be placed In most cases, the visually impai ed child can learn to chew and It must be remembered, however, that to take certain basic can a chews and swallows usessolidattempts spoon, food to some feed sr self with spoon useexclamationstray ofwhere the cup,he made can the find hands(hugs them given, of andthe too)pickvisually over them ih up.s bringing They can them be to put his into mouth. his hand To learn and ipaired youngster will need to be shown on his a can feed discriminates food fromjects beginsother ob- to use fork self well with spoon; getoverthe acquainted cup his, empty how with tofirst pick and it then up and with lift a littleit to it. Later, he will need to be shown, through another's hands Ii -;slid in is mouth, then how to place it again on it, so that he can explore it and canlikes serve to helpself choose theeats foods he thisyoungster'sa tray time, or other he ability will surface. have to grasp to The be and shownright move time how it abo f r using it in a themore spoon or less is directeddetermined by the 3 manage it, probably through another's manner. At usescan eatknife at for family spreading tabledemanding without too much attention ation, handsrelaxed, as isplaced trueeasy of overway. all thingshis There helping shown is no him needand go tau tothro pi,ht, tugh pressure should the be on done the young learner; it necessary motions. This instruc- a little at a time, in can With regard to drinkinguses appropriate table manners child'scando begin much learning. again harm. later.With When the visuallyhe is tired impaired or if his ch Id, this is even It must be remember- I that "messiness" is necessary to aacher is, a break is needed. instruction more true. He mustsense be to him, chiefly every The Child: holdsdrinks cup, from glass cup when drinking theylookedthroughable be to at seen? trytouching in out,their Without to differentand explore, visionfeeling. states guidingto Foods know (raw, hand must incooked, w actions, b4ys exploredwhichmashed, so much make withetc.) fingers Otherwise, and how more practice is needed must be can s drinks from cup, glass holding it I before the spoon finds the dish, the hand finds the cup. Preparations made in can somehimself spilling) hold (bothsmall hands, usually, otherwiseunderadvance and can become around keep situationsthe youngster's controlled. eating unbearable. This kind of advance action, coupled with the Plastic covers, paper towels, oldarea clothes can hold in check what might drinks help;hand replaces it on table from cup, glass with one glass without canrealization allow one that to takemishaps pleasure and untidinessin the child are as fore-runners of developing "know he learns. how" can get drink of water liquids)pitcher,helpwithout (can can pour wipe up from spilled small 2. With regard to toilet habitsThe Child: has increasingly more regular 2. With regard to toilet habits,Another'schanceis sitting, the to handslookchildwhat withwhohe over is his iswearing; his visually hands can showhis atimpaired what hands him is willhowoninvolved. another's need to help He pullcan will garments beginneed toto see down, on notice undressing. much more what hehow to tellsbegins when to waitwet a reasonabletobowel be time takenmovements to bathroom hisspotshold feet toilet as do the paper nct toilet touch for seat wiping the that floor purposes. is whenso high he There that is seated. a must child be Eitherfeels an awarenessa lower arrangement of or a suspended in space because such trouble awakens changed at night, cries to needs be movements,probablysupport under come or his urine,when feet throughthe and visually at thelooking sidesimpaired with is calledhis child fingers. forbegins to investigate in this instance. The timeThis will is natural, since vision his bowel usually takenbowels);(rarely up at usually parents' dry bedtime at night if indicates has accident toilet re: theseAllowirgcannot are let him things him to know. lookthe body forA matter-of-fact a does short not time, need responsethen as itexplaining uses food to to himhelp in one a grow, by the relating adult is essential. few words that will give makes definite effort pushto pull down or unfastened panties willhim be the ready beginning for other understanding interests. he needs. By the time his hands are washed, he 43 seldommay go has toilet accidentsminded if re- occasionally alone, though needing 1 is helpmovement with wipingon after bowel his own in bathroom, can usually care for selfgothough mindingif tohas toilet to to during go night sometimes needs re- 3. With regard to dressingThe Child: passively cooperates when being makes extendinghelpdressed him byarm holding or leg still or by it easier for someone to 3. The visually impaired child will need more motivation, encouragement and instruc- activelypulls off cooperates socks, shoes in dressing undressingas act of clothescaringtion than adults' will awaken purposeful the youngster's involvement interest. of the Adultchild handsin taking on off his, then helping putting his onhands his will the normally sighted child in learning how to dress himself. The canactually remove mittens, socks,unfasten zippers assists in dressing, pulls hat, takemethods.what off to a do.hat, Putting socks, shoes,on will pullcome down a panties, will give him his first notions of Actions calling for smaller and more exact movements (unbuttoning, little later but will improve from the same 44 removes on simple garments coat, simple garment, withbuttoning, very large unzipping, buttons zipping)and zippers, will comethen with still increasingly smaller ones. later. TF i will require practice, first puts on shoes, unbuttons but- candistinguishes put on coat front if fromtonsposition back of given in right can clothesclotheslittle and difficult fasteningsdress, help undress with only a re: laying out dresses,can lace shoesundresses without help tiesis more shoelaces conscious of ownwaits privacy body; 4. With regard to washingThe Child: one's whole body, is lammed bit cantries wash,to wash dry hands "touching up") hands (may need 4 Washing ones self handsaccomplishedby bit, first, the more complex from the easier part to the first, then face and later, it becomes evident that much skillsharder. are developed Superficial later. and limited is involvedwater, soap, When hand washing cleanliness is washes,dries own hands brushes dries teeth face (with and a hands, little theistowel, thought first soaping, main of, for task rinsing example, of and wetting hands and rubbing drying. The caring adult would on soap. Spreading help the youngster with of the soap batheshelps bathe en own self help) supply,child's.and rinsing finding and and drying replacing should soap Later, the dimensions of the usually be shownand towel, etc. task can be extendedwith the toother's drawing hands the onwater the 5. With regard to sleepingThe Child: 5. Even though the visuallywill learn impaired the cycle child ofmay day not and be night able throughto see light the and actions dark, and he words of his family. maydelays have sleep by callingor for asking drink to go to bathroom complicated bedtime cheerfulthatSometimes the placechild it whowill want has tobeen be a helped part of toit through the right schedule of awakeness is feared that he will sleep too much. It has been found, however, realize that his world is an interesting, normallymakes sleepsexcuses through to delay nightroutine bedtime to delay getting to bed and sleep whether he is visually impaired or not. cannightmares get ready for bed,child butbothered likesusually him can tell what has not uncommon, but can go to bed alone, thoughtoadultto be have likes tuckednear mother or other close in and have a DEVELOPMENTINTELLECTUAL GROWTH AND goodnight "chat" seemslearn, thoughrelatively much certain remains that children which learn: we do not know. It now purpose during earliest infancy. This sense of purposeStudies is indicateakin to that children begin to develop a sense of is of the nature of response to predominates)timesthrough using combined, all their senses:-(sometimestwo togethersome- or more; usually one sense directedboysathe stimulus simplest and toward girls (to kindabstract becomesound, of thinking; assight, older, well smell, theas it concrete stimulus touch, experiences. andtaste, response movement). become As do,throughby doingafter think, languageby feel a certain hearing amount others of watching talk about others what do they 46More is known today than previously about how children throughmuscles playgiving and solving chance more problems,to "act" as becoming adults, using more more social through asking questions and investigating muscle use, emotional involvement, thought processes and through doing increasingly complicated thingsin terms COMMENTS SPECIFICALLY REGARDING THE of with help and encouragement from adults who care VISUALLY IMPAIRED CHILD 1. LANGUAGEDEVELOPDIRECTIONS INTELLECTUALLY IN WHICH CHILDREN 1. Language children. After basic language has been attained, language can perhaps is even more important to the visually impaired child than to other take over for The Child: makesgives socialsmall, smile throaty head to sounds noises; turns tovisionare teach truly in oneselforganizing meaningful through into ones. thoughtwords As understanding and what to thethink child with has words. experienced, of larlguage develops, so does theif abilitythe experiences makeslaughs aloudincreased varietyofshows sounds active interest in of sounds variety Some parents are naturally more talkative than others. Visually impaired boys and them. If vocalizeslistens"talks" to ownwhen to toys voice crying ("m-m-m") communicationparentsgirlsby wordshave and to theyothers hear with inthe a visuallyfamily are impaired youngster. must make speech or they are cut off from the world around special relatively quiet and relate more by gestureefforts than to talk At first, while the child is still more as their means of combinescopiesinitiates sounds social syllables approachwhen hears vocally them anexperiences.loving infant, him the and topic letting of conversation him hear a familiaris not what voice. is importantLater, he canRather, be talked it is holding to about him, his paysinhibits attention simple to acts own on command"no-no" name, to hisThings and actions can be named for him asunderstanding he encounters and vocabulary grow, he will be increasingly able to follow and/or does them. As canbegins imitate to use some several wordsingfully mean- familiar wordsresponse to directions, to do simple actions or to answer simple questions. makes commandobject on request) positive (will hand familiar expressionSince the child or by with the littleposture, or no attitudes vision cwt./at and conditions see how must a person be conveyed by words. feels by the facial 47 understandschatters and babblessome language, often thingsIn this which way, can the be child touched can begin and he to canrealize begin that to wordsunderstand apply to more what feelings are. than just tho'z:. can responds"come here" to such directions aspoint to certain parts of At first, almost any words will do in communicating verbally with the visually listens to rhymes, songs,ingandbody interest- sound familiar repetitions objects in forroom short !ears, eyes, nose, etc.) impaired child, since essentially, it is the warmth of expression that the child hears. begins nictureperiods books to look selectively at experiencesatRather this point, quickly, and actions.however, For the example, child will lap begin games to actuallynot only understandhave the value the ofwords, physical and it is important that words be chosen to relate precisely to actual related to objects and indicatesnames needs or desiresdirections ball and carries out two touchingcontactbeactions. invented between and namingto serve parents body a particular and parts child, are learning excellent.they introduce need. Other Talking wordsgames about similar experiences in principle as can they "Patty-cake" and "This Little Pig" are good examples. Games involving hasuses increasing less nonverbal vocabulary, jargonto begins use pronouns ("me," occur(howimportant, it is feels,essential. if made in manner suited to the child concerned.looks, sounds,Talking aboutsmells, a andtoy what it Comments regarding feelings, attitudes, does) will facial have a like effect. expressions are understandsuses two and simple directionstences,"mine") andto express an idea three word sen- hands,Verbally makes describing such experiences actions as themore child helpful is bathed to him. or as he begins to wash his own converses with dolls andhaps selfrequests (per-much jargon still) visionFrequently in the presencepeople wonder of their if child.they should Words use such words as see usually and look thought are common child becomes older he of in relation to words 48 listensasks names to simple of things stories (especially willfor mostneed people to be toldand thatshould people certainly see andbe freely look inused. different As the ways; some using their uses names of familiar objectslikes those familiar) hands and fingers, others using their eyes. The words such as blind and visually talks personalplurals, pronounspast tense, prepositions, in short sentences, uses heimpaired is not blindshould but be visually used if impaired.they are used accurately. If a youngster has some sight, refers owngive/identify name to self sex as and "I," knows can Thearms real and world hands of many can reach. visually The impaired sighted children infant "talks" to the toy which he sees, is at first only as far as their givesobeys action in picture booksmands two prepositional com- andyoungsterthough he touchesit may may be notit. lyingThis be awareisor sufficienthanging that awellreason toy beyondis nearby,for placing his unless reach. a variety itThe ofvisually toys within impaired is within arm's reach easy uses language easily desire,toor tell to story or problems relate an idea, feeling, seefinding what range is there. and for teaching the child to explore the surrounding area in order to islistens, and can be reasonedverballycapable with of speech understand- whatIf visuallyways it impairedcan be made boys useful and girls in learning. have some vision, it is important to find out in If the child can see colors, he should names outsideable by family and by those one or more colors madeillustration).recognizelearn which colors; what Shouldwill stimulatethe hepictures have his veryinterest.show little (starting The books, with atthe first, would have only if he can see pictures in books, he should be helped in learning or no useful vision, simple books can be very simplest and clearest two or to obeys correctly five prepositional fastenedthree pages with covers formed from corrugated boxes. On each a real object interesting to the touch (block, cotton, mitten). page could be . s the oftenspeaksasks endless mixes of imaginary factquestions and conditions fantasycommands youngster matures, these homemade books can become a little more elaborate. calls names, brags Words may be used to teach arithmetic ideas but the child's verbal instruction must 49 increases words may be misused vocabulary though howbe accompanied many hands by and the feet experience can come of first; actually then, counting how many real fingers objects. on Awareness one hand orof tellscarriesknowsasks a questionslong fourout familiar threecolors about directions story meanings howSkills many having thumbs. to do Later with willsuch come objects the counting as money of andchairs, the toys telephone and so canon. be taught canlikesunderstands count to be as readmany some to, asabstract likes four toitems words look whenaccelerateobjects the arechild the and learning how process. they are has good finger control as well as the awareness of what these used. Repeated demonstrations of their use will usesinterested in numbersat books connecting words such as aware sentences"and" of mistakesto make in longerothers' canunderstandsapt use to usetelephone slang seasons ofs9eech year and can dimesbasic time intervals recognize pennies, nickels, can countwritetell how ormeaningfully print two similarown name differabove objects and 10 50 a few other words is yetfrom on right othersbeginning on himself but not to distinguish ieft 2. F I NE MOTOR (HAND/EYEThe Child: HAND/EAR/EYE)COORDINATION 2, . throughhandIf a child must much has learn experience no vision,to function handand asat and a laterteam. eye time doThis notin coordination a 'work child's together. development can beInstead, achieved than the eye/hand butear onlyand immediatelycan fist hands, drops clench toys on handsput contact into coordination. regardslistens objectsto bell by in reducingline of visionofonly, general body follows object to midline certaintoWhatever enable distances. visionhim to the develop child has eye/hand should beworking used to together best advantage, in certain and situations may be enoughand at canengages follow handswith eyes at midline a slowlyactivity Of great importance to the child's learning is his relationship with a caring adult and can activate arms at sightdanglingmoving toyobject of thanthebe amount stimulatedmost, needs of time conscious and interest help they during share. the Theearly visually development impaired period. child, He even needs more to in ways of observing, especially through sounds, feels, odors, move- usesgrasps two-hand with palms, approach holds toobjectsobjects, scratches, clutches small ment. looksregards from toy hand in hand, to object takessittingmouth when it to andaroundThe onvisually whichhim. impairedToys are a placed few youngster interesting around has him objects, to in learn his the bed, to play become a playpen withtable curious its at contents whichabout hethe all can serveworld sit attempts to regain lost object this purpose. From the first time the child holds and shakes a rattle and is aware of 51 usesreaches one hand for nearby approach object toyto grasp developthe connection ear/hand between coordination. the shaking The more motion this and coordination the resulting is developed,sound, he beginsthe more to rakesbangs, at smallshakes, pellet plays with with wholehand object usepointthe childof to simple far will more musicalbe ablecomplex instruments, to advance operations etc. from such simple as the to proper fuller useeating of toysof finger and foods, from thisthe capabletransfers of toy crude from release one hand ofother toy to It has been said that visually impaired children need definite helps in learning to canturns amuse head towardself, keep special busy,fifteen sound minutes or so value.tocontrol("mutual clasp For their example,the fingering"). head hands position,the and Tohead helpto to turnedplay bringthe withchild towardtheir thegain hands certainfingers these together distinct abilities,while at thesounds thecertain hands middle may techniques are ofenable thetogether body, theare of voluntarilyseizesshows and preference releasesspontaneously object in materials ringsbell thesechildhim, actionswhile an in explanation is made of what is being done mayin help him incorporate better focusing attention; the child's hands placed on the bottle given to his own repertoire. The child who is helped to look for dropped examinesuses index toys finger and approach, objects withgrasps with thumb and finger then numerousobjects and ways. is encouraged to play "lap games" with the caring adult learns in playslikes toserially put objects with objects in containereyesand andout handsof thePeople mouth with to muchexplore experience objects toin aboutthis area the say same that extentvisually as impaired most children children if will they use triespurposefully to build tower moves of toys twoplace fromcubes oneto another whateverishave had is sufficient being explored. experience As achildren involving grow touching older, and the feeling. feelgood of anThe earlyobject, use wayof the the by waymouth which it children get to know certain characteristics of 52 shows definite interest in movableworking parts of objects visuallyaffects muscles, its smell and sound, and its action influence the interest in it. Since impaired children have their interest in objects generated primarily by o takes circle out of, then,likes putspicture it books into a form board enablenon-visual them tomeans more relevantfully experience means of the exploration world. must be strongly encouraged to imitatesplays with simple blocks things in simple heothers seesmanner do Theand child other who objects is visually as he continues impaired to will have begin experiences to show which preference broaden for his certain knowledge toys putsmakes pelletssix cubestower into ofin bottle twoand cubesout of cup discoverchildrensmell,of them. or should newdo actions ways not be toin introduceduseways old that objects. haveto new specialBut objects, a mixture appeal or that of theyold andcannot new be will helped be the Certain things will feel better or more interesting, others may sound, . This does not mean that toor beginsturns bookto imitate pages, a strokeseveraltime,scribbles and at thena spontaneously singly happiest one. makesputs together tower aof three-piece three tocubestoy four peg willtimeReal needbefore objects many the have sameexperiences to objects, have meaningwith in replica a real to car,andthe visuallyforminiature, example, impaired have before meaning. child the tiny A objectboy held over a period of or girl dumpsimitatescan work pellets pushing three-piece from train bottle formboard in one hand can be meaningfully called "car." likes to investigate and playpushedsmallbelarge withcarried objects objectsor in whichsuch which as things pebbles,can be can Thisandmanyinvolving pointshape experiences applies constructinga ball, block, with and wagon,a ball building. or capturing with The a block visuallytheir chiefor wagon,impaired features. before child He canwillhe can enjoyneed take toshapes haveclay to certain kinds of creative expression, as well as activities o likes to play with messy materials, such as clay the(beginning sound they with make circle when and dropped, square) through whether the or materialnot they they'reroll, etc. made Later, of, comes their odor, the 53 canimitates snip awkwardly everyday household with scissors formboard.idea of roundness Still and squareness. Next comes the ability to fit these pieces into the later the child develops a growing understanding that other things engages in block play, fillslinesactivities wagons,ing clothesthem such up as cooking, hang- forstreet,are the round sound but andmay they square, be make very too. whenmuch Blocks theyenjoyed aremay banged fornot the be fun usedor fall,of forbalancing or building as objects them, a house, to forbe theircounteda town, feel, a imitatesbuilds towers vertical, of sixcircular to cubesseven strokes and carried. holdsfetchesis beginning crayon and carries with to prefer fingers familiar use objects of one emphasisTheseAll youngsters materials is on hearcangetting be about pleasurableto know chalk, the crayons and materials interesting and paintand to appreciatingand visually should impaired experience them children through their if theuse. cannames build own three-cube drawing bridgehand over the other they"stencils"muscle can movementbe (circles, felt. Crayon squares,involved, traces hearts) the give feel, differentcan and be the stapled feel associated to theto paper, paper. smells. then Corrugated When colored paints andpaper dry, cut iscopies beginning circle, to tries match cross, somedifferences isaware more colors of similarities and recognizedarearound, interesting or coloredby touching. to the in. Whenfingers stencil and if and the paperstencil are separated, the crayon traces left is simple enough the shape can be exploresbegins toobjects arrange of variousobjectstexturesplan by a cutspushes with scissorstrains, cars, in make-believeactivities 54 sometimes attempts to drawsimple figures trAkr1 - e makes playhouse for dolls

begins to make simple forms with clay

draws man with two parts

can trace along a line fairly' well

copies cross

counts three objects, correctly, pointing

makes five-cube gate

makes forms which look some- what as intended

builds house with blocks

uses pencils and crayons freely, makes simple drawings, usually recognizable

enjoys cutting with scissors

makes two steps with cubes

draws unmistakableman

colors circle with some idea of staying within lines

copies triangle

counts ten objects correctly

can learn to play simple games

develops differential (boy, gis.1) play interests o likes to create and make thing: with hands begins to use simple tools with help

builds three steps with blocks

draws man with neck, hands, clothes

copies diamond

56 practice, to notice visually as well as in Children who see can learn, over time and with other ways how things much workvisuallytheir correctly. impaired He child needs reach to causes. Only through much practice the degreebe of helpedskill comparable to relate sounds to and effort can with a inaredifferentmay numerous different be materials,of and ways.different alike. They that itlearn that a weightsThey and begin to group things and ispersons a kind of clothing, and more. They feels, sock is to wear, that it that it is made of thatother of majorthe sighted learning child. problems, He can reach it, however, if and if he is helped to do so. he has no thatobjects;learn they about appearthat shapes: they by can themselves, how serve they special look or in purposes.are terms parts of size, color, form; Visually impairedof many other coordinated use of eyes and hands or ears If a given youngster's vision is useful but not good, the and hands, or all thingschildrenmentdepend, doto discover andhowever, how howthey primarily should on be touch, placed in learn in many of these things look, differences, likenesses, what directions, smell, sound and move- the mind for good too. They will three,concernedhis vision withmay him.be very In certain helpful. In will have to be worked out by him activities and with certainother thingssituations it may not be. end the adults use, as needed. EMOTIONAL GROWTH AND DEVELOPMENT instance,manage a crayon well, The sighted child, after seeing and and after using will begin to draw circles or a stick his arms and fingers playing with a circle, for until he can figure intellectually, he also grows emotionally. As the child develops physically, Thepersonally/socially, way he feels about and world withthroughis increasing use and skill. this is only one special importance because of His eye/hand "working together" example. Eye/hand coordination its relationship improvesto later functionsfeelshis world andas a the person. people As and with the about him, will determine to things in it, and the way his other developmental areas, the a great extent how he writingfingers,helped and to as develop reading.well. These ear/hand The things boy teamwork or callof girl for much and who does not see must be the useactive of hands interest and on the earliest years are crucial to the child's emotional life. parthow of to the use adults his hands around and the what to child. The child needs to be shown do so that his fingers learn to One vital point to consider is that the child affects and 57 influences the parents and caring adults just as they affect and to understand that there are certain things with which he will ...... ralINIMIMPHY Theirisinfluence visually early impaired, thethoughts child. itWhenmay be parents that their first youngster learn that istheir "imperfect," youngster is very probably traumatic news to them. life.timealways and need common assistance sense). (from This the is viewpointsimply a realisticof safety, Childrenapproach best use need toof to learn to be independent to the best of thatmuchhe hewill cannotthe miss many learn, of that life's he joys will and be dependentbeauties. They all his may life, feel that so lack of visual contact and response that the joy own;oftheir us abilities, likesbut, tono feelbut adult not inadequate beyond,or child theand bounds unable of to good do things sense. on None our needs to attach any value to theheapedisusually curtailed. subject, stemmingto realize Parentsthrough (fromfrom and professional variedtheir others own kinds who experiences, comultation, ofhave contacts such from feelingsetc.)with literature one's must child onhe that their avoidanceOfunreasonablebelieve course, that "unreasonableof frustration.challenges"just enough" or Thosechallenge" cocky frustration who disregard shouldknow makes formost not sensible bethe about equated child cautions.learning want with to relationship.adultsdevelopedyoungster must and helpThrough with the capacity child this interrelationship,and for themselves feeling and achievethethought. child's a The richpersonal/ caring inter- is a person with abilities which can and must be frustrationstotryneed the thenew, freedom be the set different againstto make and reasonable mistakes the more andlearn goals complicated. they from and need thosethat the theyChildren guidancemistakes. feel It is imperative that all their emotional development is supported and enhanced.One of the first needs of children is a feeling of safety and thesupported, most to them. understood, When the and support wisely and guided understanding by thosechild whoare theremean can tolerate frustration without fear and will be feelingsecurityneedbeing comesatalked with firm their disciplinewith,as they families played respond which with, and allowstoandwith being encouraged.objects them loved, toin theirtodo They being what world. very held,they Thismuch areto exposed.inspired to attempt those learning adventures Oneto which more he point must be stressed. In general, children do is toldthemready what rules to todo, to do guideslive rather by. them thanThey wherewhat do much not they to better needdo. Children guidancewhen shown also and need andgives doing for themselves thattheyand the giveshall child (perform) do withoutand give as sight those(perform). can who see Certainly, arevisually, around or this thatthem does the expect childnot mean withthat 58andto be others. helped It tois benecessary, increasingly for the capable child who of is visually impaired, wished.one leg Itcan does walk mean, as if however,he had two, that just if adults because determine it is expected to learn allor showpossible and toabout teach a him,given that youngster child can and do determine far better tothan think he wouldof ways do to development and learning. To repeat, as those who are close to the child think of him, if the visual impairment wereGENERALCHILDREN allowed to beDIVELOP an arbitrary EMOTIONALLY barrier to DIRECTION IN WHICH so does he quickly COMMENTSlearnVISUALLY to think IMPAIREDSPECIFICALLY of himself. CHILDREN REGARDING sented.developdifferently emotionally from the previousmore or lessones. in the continuousPlease order note pre- that the sequences which follow are arranged Children are thought to 1.-2. theofTotal childenvironment egocentrism develop and a atgrowing ofbirth other slowly sensepersons. expands of trust intoin awareness It essential that his world 1. The baby who is visuallyWhilethe love his impaired abilityof others canto look andfor mustathim, others feelwhether mayand hearbe he very can muchsee missed, it or not. workwhothroughduring cares out his his the forearly frustrations him. months With thisandthe support,youngfirst years. child the Thistwomust together must experience begin can relationships with his mother or other adult othermoreothershis waysfeelingsmeaningful. near of him, responding,are becomevery much increasinglyso present. will As sensitive those in tohis family, their interaction become his many or thecarereceivesin father. order of the forfrom child learning the will others greatly and in growth thedepend family, to onoccur. theespecially supportsThe mother's that she of 2. If a baby is premature and has to spend time in the hospital The Child: wants and needs physical comfort learnmay,allowed,in atearly first, he themayshow joy have real of displeasure, ato be taughtan but incubator, to itlike to withbe held. He little close relationship so thator he no can picking up and touching is essential that he hasneeds hungry consistent cry behavior of the caring person develop"me" / "objects in the world around me." the first understanding of "me"/"you" and 59 i I I

has startled response crys, much or all of which is tearless begins differential crying for different causes (hunger, before sleep, pain), vocalizes happily, smiles, laughs aloud, shows recognition of familiar faces responds to facial expressions has reduced amount of crying, though often cries when caring person leaves room

crieseasilyonseeminglyslightprovocation(change of position, removal of play object, unusual sounds) plays contentedly alone thrashes arms, legs when frustrated imitates facial expressions and gestures shows fear of, or shyness with, strangers, shows increasing affection for family group shows emotional changeability by easy and quick changes from crying to laughing seeks attention through noise-making, squealing, andso on begins to vary behavior according to emotional reactions of others enjoys simple tricks and games cries more ofteninassociation withirritation or minor frustrations; stiffens in resistance; may have "tantrum" if things go wrong

is aware of other children, interested in them, but does not play with them begins to claim certain things as his own

60 3.-6. Increasingly, the child learns neurologically, socially. He becomes that his behavior is his own, as 3. As visually impaired children develop, they are open more and dangers" and possibilities of hurt everheexplore develops more his able physically, world, to exert to learn to controls. He growsvarious in kinds.the desire He beginsto to do and accomplish, to learn to realize with(physicalmoreLimits even to cancertainmore and and psychological). care "commonmust than be yvould set as These to be what truewill each forhave normal can to be and pointedchildren. cannot out do, andthatasknot forself-controlhe make beginsand himgive to unablecan helpsunderstand be ofdeveloped in all areas. At this stage that inability in one area does without loss of self-esteem in life, even thatwhichwhere he make eachcannot sensecan throw and to thatacannot bail child. in go, the For buthouse example, with but words can a child roll and it.can actionsHe learn can hisanticipatesmore than and keeps him from coping powers. He needs to others, he needs situations awhich are beyond attainfirm discipline,his individuality which approachedthelearn sounds that carefully. whenmade ain stove Detectingcooking can temperature be learned. changes, In odors, and is hot it is not to be touched, but learning not to choices,gradually,yet ready decisions, to handle. tasks and understandings with parental firmness protecting which he is not him from theplayhow house, in to the see fullystreet, where closing the yard visually and stops opening impaired and street all childdoors will to need to begins. Not running in avoid needless learn 4. The child's feelings about himselfbumps are safety measures which he can learn. increasingly are based on his The Child: impairedpeoplerealization say child he of can whatthan do. it he It canis even do moreand on what is for other children that he learn how that he carry his share with essential for the visually he hears other hasshowsuses decreased voiceimproved tone number emotionalsymbolically of violent equilibrium emotional reactions thentoregard take the care toothers household of his in hisbodily responsibilities. family needs, and the Once he learn neighborhood, begin to he and his parents, takescan pridebe coy in in accomplishment actions of motor and facial expressions skills teaching,see more and more such things will be the things can through careful and patient discovered. 61 z has fears which are mainly auditory .5. More than other children,will the need child places who ishe visually can call impaired his own: a place for his coat and beginsseeksplaysmay fear nearadult to parents'enjoy otherpraise cooperative children,leaving but and not group cooperatively play as yet ownhehat, canbed, a place find etc. things forThis keeping is by particularly himself, other take clothes, important a place for toys, his responsibility for putting for him, so that is morefriendly independent and desires and togoing lessplease,ritualistic tearfulto bed) may than be earlierjealous of siblings in many activities (in dressing, arranging toys, thingsadultswhatexpect away,to within expect, his himand world. and beginthrough He the alsoto rules getthe develops a actionsby feeling which this andof they feelingorder, attitudes expect of what himof theto to of order, of haslaughs increasing emotionalactivity control and verbal play while playing with humor related to both gross 6. The love and respect forlive. one another which give any family likeshas fewer to have fears household than before responsibilitiesing the and grotesque, now mainly the visual dark, (concern-animals) within,memberimpaired yet strength child.allows The himand discipline thesupport freedom whichdo the he gives sameis ready him for to limits to live the visually handle, is is becoming aware of commonreact to themdangers and how to avoid, theunderstandingpersonfamily. same throughThe kind visually ofthis thosediscipline love, impaired things respect important in child will for develop anyone as a and disciplinelife most meaningfuljoined with theto him. in whole the 7.-9. ableAs the to childtrust becomeshimself and surer others of himself in the andworld is aroundincreasingly him, 7. As was said before,other the visually children impaired and his child's increasing awareness contacts of with them must be understandinghelanguage, also increases in numerous ways. His contacts with, and of his environment through developing toMuchencouraged. play desire with others to get develops acquainted from with one's others, observing to be thewith personal others, Particularly is this so if he is an only child. 62 perceptual abilities, much play, assuming responsibilities in mobility, interaction w!th children and adults, and social activities of others. The resulting contacts are are examples. He '-'"'"''^''''',"'""=',"""T-'',I,T'rglr''',F;1",v1,rwm,"7,-,11,13-x-r517. yr, furthers his usually made. The visually impaired child has to learn, first, ,,r3 -mr ma5...nrg, N emotionaltheincreasinglyconscience, for the adults who controlled and guidedfamily the controlwhich structure will and slowly begins but to steadilydevelop take his overown themhimhow willto"in be givetouch" aware him with ofa goodthe other presence start. children Useful of another and thoughts telling person. in him this Bringing aboutarea The Child: behavior of the young child.. toconcerncontact. turn his the Ahead valuehandshake in ofthe the direction canchild's give learningof thethose child towith whom a shake hands, and there is isplays somewhat on cooperative argumentative leveland with butin a otheroften desire childrenuses to experienceargument as use play of new words and new personbeginning whohe foris is meeting. gettingspeaking acquainted. Whether gives the child youngsterTurning or the head toward the adult, this is a sound better hearing and "feel" for the ismay proud be selfish, of accomplishrra-its impatientactions a social reaction which indicates that attention is being given. likeshastattles boisterous to showoften offhumor which is also exaggerated 8. When the youngster withsituationunderstand a visual should thatimpairment bepeople explained is"see" old enough to him, toto his satisfaction and in different ways, his visual canismay aggressivebe boast rough and physically, careless as with well toys as verbally wherecurrent he need. came The from story can aboutbe a guide. the parent The parent whose in this classic, askedchild continueshas strong to fearfeeling (much of "me," mildlythe same) "mine," "frightened" but and now "I"in enjoys playand ofwith being home adults thethinkingbreathlong facts minutes at andof lastlife, said thewent with "lesson"time into some had great was comebewilderment, details over. for sharingonThe this child that subject.with drewhe his had a Afterdeeponly begins to distinguish selfpeopleand from family othersas entities and to recognize other "seeing"bewanted the visually to first know comes impaired where up. he child's Those had beensituation who born. are when with This thehim may and very question of know well hasexhibits more brief appropriate and superficial perceptions self-criticism of reality hehim is best should try to base their answers on where they in his understanding and should word them accordingly. think 63 4,,,,,.'Trt,F717.k, 1" 7 ri" e'r v-.",V7".7.,4,7[4v csTryr demonstrates that functioning better, his world is more is mobile,widening and more socialhis senses and 9. It ever before when one of the familyhas been has asaid major that impairment. parents have to be a better team than a is increasingly developing own conscience rathermoreincreasingly than language relying independent, uses language more and has Teamworkthrough,the and is essential coordinate, to any when such group and shouldchildren, include too. But there will a specialbe even more to think challenge such as seeksshowsis becomingand more finds interest awareown friendsin of peers sexonly differencesand on peerparent play for conduct guides constructiveeffort.frustrations,visual impairmentThe whole way,and griefs familyinis order can must for resolve thisbe involved,to themselves come about. however, with ameand inand a in the family midst. Unknowns, doubts, isfeels increasingly increasingly eager responsible to doindependence-dependence)(though for selffor selfandmay toand feel accomplish younger somewhat children torn by mixed desires for ismaymay use respond slang ornegatively profanity reactionsto pressure,more may sensitive sulk or be rude to other people especially to parents' ?,SF,TTATIT1,7,7M CHAPTER IVTHE VISUALLY IMPAIRED CHILD: SCHOOL READINESS The point in a child's life at which he is considered ready to enjoy what one does aroundforis school the child express positive thoughts about school days, it is generally anticipated with pleasure. If the adults to worktake one's onwith one's othersturn own school-centeredhowever,beginning. and in living which will kind depend of programprobable on a number success that theof with things. youngster school Every and will Regardless of when a boy or girl look forward to school's starts to school, to sticktry new to a things given willing!'task for increasing periods of time andchild skills. will need Among certain these attitudes, are the abilities:to ways use theof work large andmuscles capabilities well skillsinvolvement already mentionedin school-life. are well on their way toChildren a full and who good have attained the attitudes, capabilities and designatingto listento carefully placement and direction follow instructions and requests, understand words' Reading Readiness s to work in a left-to-rightto movemanner about on one's own tell which things are alike and which are different with learningreadiness to brings read. Thedeep child concern with abouta visual the impairment visuallyBecause impaired may becomethis child's is a reading-centered society, mention of school toregard takeuse wordstocare sounds, of meaningfully personal shapes needs and textures abilitysmalla reader of braille (which means he will use his raised to use dots) one's fingers or he may become a reader of print. The well, as is necessary fingers to read for braille to put the small musclesAlso to good necessary use are emotional and social traits. Among these withreading,muscles, the iswhole helpedand laterbody, through doing then finerpractice. with things the This arms which entails and strengthen handsfirst, doing and the thingslargefingers are the capacities: to feel good about oneself enoughand make vision them to seemore large flexible print needs physical activities, too, to and sensitive. The child with 65 degreebecome of eye/hand"ready to coordination.read." He also needs to develop a satisfactory schooleitheremotional, had nointellectual, school to andattend, those or automaticallypertaining to wentcerebral to the one in their state which was prepared to enroll them, the palsy) additionespecially to visual Some children may, indeed, never learn to read. This istrue in ones.the cases However, of youngsters there are very with few problems children in Wechoicesresidential have onlyregarding begun, schooling however, for to mostmeet childrenthe challenge with special of providing needs. facility. In all states now there are several possible thingswith problems so to hobbies, learn beyond severe that theyexercises, can learn the self-careacademic and include: household nothing. Those leisure-time skills, offeredsufficientlocally and and regionally,varied enough of all programs to really serve the needs, too late. The most our children. Frequently helps are effective programs provide canpositiveactivities,lies progress. in attitudesfinding They the toward best, can self orbe better,andhelped others. ways to do The by whichparticular these challenge children much more than was knownconsultative to have services an impairment. to parents from the time the child is first theseareastraditionally youngsters,of possible improvements many of the skills are andidentified abilities and necessary utilized. For for believed, if, in the beginning, their strengths and programswho with few special provisions needed. A sensitiveWith regard teacher, tois nursery school and kindergarten,visually the child impaired can usually participate in existing consideredandreading neces:ary can to be for necessary helping the for childreading to live are a usually healthful favorable and happy to may be and should benever developed even though actual be achieved. All the things which are whichyoungsters,requisite,knowledgeable provide many special states programs zffer classes for tile within day school settings as should in child development and learningbF: the case for all child who needs them. children. is For oldera special Learninglife. Programs theirthemSome knowledge in schools the "regular" afford and deveiopment specialclasses help for as towill impairedmuch allow. of Residential theirchildren schooling but schools enroll as something; therefore, an educational program shouldGenerally, be planned it is felt that every impaired child can learn theirandstill servegive increasing unique children concernservices. in a number with Their multiple-handicapped of roles states are and changing, meet special childrenhowever, needs are as 66forchildren each one. There was a time, not long ago, when most with impairments (particularly auditory, visual, thebeing kinds, recognized their purposes and expanded. and their There quality are othervary inprograms, the different too; child,states. the In appropriateorder to know state just department what will be available for a specific of education should be television.education States of children are beginning as young to as concern three years old. themselves with the Illinois, for written The child who is ready for school while the child is still an infant. has passed along certain programsexample,who have hasfor hearing, children mandatory visual, legislation physical and making between the ages of three and twenty-one multiple impairments. available educational developmentalactualnot accomplished school stepsage, the there in growth are several and in "expected" by the time he has reached the thingslearning. which When can happen. a child has children Those who are teachers need to observe andand to be aware of their uniquenesses lust learn from as do anchildFirst, individual atthe home school setting. in orderconcerned In to give may him ask more that the parents this case, help must be given to parents opportunity to learn in keep the theparents.must teacher determine When to a getyoungster how to know and enters the child as a at what levels school, the program must allow he whole person and is functioning. generallysoin that every they feltarea can most appropriate when the child has Second, the school may admit theknow child, how carefully best to proceed. Home much to learn education is choosingregardingGrowth goals how childrenfor each learnyoungster provide as and development sequences guidelineswell for teachersand in as the activitiesgenera: and knowledge programasnote he where needs in such hethis is a help. way that he in each area of his development, then planWhatever his the case, the same developmental is helped to mature in each area word-meaning.about.materialsneeds will which vary. willA One third allow child may those may not goals needfeed to help be Another may be extremely limited himself adequately. A in learning to movereached. Children'sin word-use and steps are still of importance. "School programs" as well as "home programs" must educating the whole child share fourthfifth may may have have a poor combination hand use of and all needs. strong emotional needs. A fromshowsandthe responsibility frominfancy that the until child's ageand six.opportunity best Recent and most federalfor open earliest infancy for best results. legislation (Public Law Presentlearning knowledge years are thefirst goals school set years. by the This school makes and necessarysociety a Helping each child live more fully and increasingly achieve is a requirement of the highly individualized beingAct")90-538, supports this point of view. Office of made "Handicapped available toChildren's teach pre-schoolers Early Education Education funds are by meansAssistance of curriculumwhichareas consideredmatch, content as nearly important.which as covers possible, extensively the The use of "educational materials" developmental needs of all developmental 6/ thesame child sorts, is indicated. and Up to the point of in many cases the same specific beginning reading the kinds, of material will be suitable for home as well as school use. CHAPTER VTHE MULTIPLE HANDICAPPED CHILD: ADDITIONAL READINESS PROBLEMS have others. Children born with one handicapping condition Figures reveal that this may be true of at least ;.,,,-quently stimulated,from the moment they are known. However, they must be encouraged and taught until professional help is impairedone-thirdis only.of those For example,who have, children atbecoming birth, whose one major mothers impairment. had rubella It iess common to find children who are visually worktheyavailable. wantwith the'toA feelingdo, for whatfor children, their needs for how are willthey carry learn, those for whatwho a long way in encouraging their development. A hearingduring pregnancyloss as well mayas visual have problems. been inflicted with cardiac and/or greatActually,handicappedyoung success mother it was son. with the According little result formal of to her someacademic insights. her success background Her approach was remarkable.was with having her in rearing her four year old, severely multiple- categorizeindividual and but describe. the term "multiple-handicapped"Multiple-handicapped gives no clue to Their strengths andchildren lacks are highly are most difficult to teaching.sonrecognizedher son Shewould that simply certainlyhe couldrecognized belearn functioning ifthat, he couldwith hisas be multiple helpedrevealed problems,to do the so inunderstanding that is the essence of good retarded. She also directthefullyby strengths knowledgeable sequencedservice and programs learningweaknesses. professional forare such essential. persons Periodic children and Child evaluations detailed and evaluation their programs for families eachcenters of child care-are and simple,mobility,her son logically hand-use), sequential noticed steps. what She he stated was doing that she already, looked then at in terms of the major learning areas (i.e., self-care, standing.expandingslowly evolving body ofbut literature do not yetreflects meet growing the increasing concern andneeds. under- An wouldthoughthelp. have The of dreamedresultwhat hewas possible. could that her be sonexpected was progressing to do next, in awith way her few The early years which are so important for all children are Many multiple-handicapped children spend an undue amount mustcrucial be given the best professional evaluation and direct service for those who are multiple-handicapped. These children canof time mean during hours their of earlyloneliness years andin hospitals. little to do For even any with child well- this 69 intentioned caring adu:ts. become available and reach children limitedfurthermultiple-handicapped speech. For this child youngster will be even to be more unstimulated alone and probablyfor long isolated because of Hospitalization maylimited mean that the sensory-intake means and forvariousdetermine "wholeone functioningreason child") whether levels. their prescriptionsChildren who areare theplaced most on desirable medication and or another must be re-examined regularly to at their alreadylittleperiods or damaged no of understandingtime, being. away Hospital from of stays thefamiliar "why" should surroundings, does be considered real damage oftenonly when towith an treatmenteffective. leadGrowing to continuous knowledge refinement of medicines, and selective drugs, use.and related unfamiliarasabsolutely necessary,people and should the relative be planned lack offor things ininteresting advance, to do andcan madehave and enjoyable as possible. New situations, It is and encouraging to note that for childrenvisual with severe handicaps (often called a cumulative,children. traumatic effect, particuley on multiple-handicapped thesenetworkmassiveauditory purposes of effort regional isin being evaluation centers established (comprehensive and education throughout isservice nowthe country underway. systems) with for A "deaf/blind") susceptible is that of medication Another problem to which which, even though appropriatethese children are highly educationcanfederal be obtained funds and and the from interestUnited concerned States supporting local Office sources, of Education state departments (Bureau for of it. Pertinent information necessarywhenlonged originally in as use. educationally prescribed,For has example, oriented thebecome excessive or too pro- programs"drug approach" (aimed atis theless ALLthemust Education children be to findwith of theearly, any Handicapped). kind evaluate of special accurately, The need. continuing and serve central effectively effort 70 r7r7,127,1 , Educational Materials CHAPTER Vi MATERIALS AND SERVICES: SOURCES one should seek items which allow the youngster a full-use Although much of the following has been said, it is childtexture,experience. sound, movement, appearance and possible purposes. has some useful Items should be considered vision, visual aspects will need to be in terms of weight, If a foundpointsappropriate inregarding many to considerhomcs educational in in the form of household objects. Among this particular context certainmaterials. major Such materials will be canconsidered.have be changed,to be Certainguarded features against. of There a material, will be such things as to glare, buy whichmay in one or several ways, and then will be of thoseenvironmentalnails,utensils, conducive and old backyard blankets materials to learning featuresand are linens, arein such great wood as part mud,scraps, adequate sand hammers and for dirt.all and children These large pots, pans and other kitchen toyexample,increased might makea texturedmeaning it much surface for more a youngster gluedinteresting onto with theto seeing visualoriginal fingers.limitations. surface of Fora oraboutduring play a items thetwo firstyear for years him.old level of there is little reason to purchase toys life. Until a child is functioning at few well-selected toys, each of which offers a definitelyAs a general different rule, a child will benefit most from having a should be based on that child's developmental levelThe andselection will have of a suitable material for a given boy or girl thoroughlyshouldlearning have experience. explore the chance each Particularly to toy use or each atother first, a number materiala child shouldof times. be A able place to received and ortoandnumber takeis able will into of to considerationexperiences provide. As behind whatthe child his him, own matures he household will develop preferences do an increasing amount of selecting from choices and has a broad has on hand matures.asshould wanted. be setThis aside he should for the be child's encouraged toys so to that he can get them do increasingly as he already familiar to him. When shopping for materials for a visually impaired child whilethat certain certain places other placesin the house are not. and He yard can are learn forThe how play visually and and where work, impaired youngster can begin to learn early canto put begin things in this away. seemingly A feeling small, of being but highly a contributing important way. member demonstration.appropriate Words, chosen to clearly say whatIn theintroducing youngster the visually impaired youngster to an object, words should be used along with the physical is willwellcan help understand,as himcontribute feel the will to adult's theteach development participationthe child about of and his the concernvocabulary. task in and hand Theywill as overhelpingobject, a surface him lookis not at enough. its different If the features. object is JusthandWhen passing size, ait shouldchild a hand it should be shown him by putting it first introduced to a given toy or other in his hands and help him fit new learnings into what he already knows. insideheaviness.be held surface of the palm, thumbby andthe fingers.It should be felt for textural characteristics with the child to allow him to feel its It should belightness or differentmuch liked reasons. by the visuallyDuring theimpaired first year child, or thoughso, thisMany perhapsfact toys can enjoyed forbe by sighted children may also be very lookedboth hands. at,at more closely with the thumb and fingers of one or visually It could be smelled, examined for movable parts, if appropriate, in terms of purposes to be theirgirl.infant,especially Purchasing children and reassuring can can toyshelp help similarthem tosuch the place to parentsparents those the impairmentofseethat a visuallythefriends child-ness withinareimpaired buying the in boywholetheir for or objectforaccomplished. the lookedfeel of aatThe material younger to childhis lips, will eventongue explore and teeth.for taste and is larger than hand size, it can still be seen If the fearpicture. that the "wrong kind" of toy will get into their youngster's It is important that parents not be immobilized by the wholethroughmay be use necessary of the above to view approaches, it as a whole. but Inmore general, time anda look contact at the object with hands and fingers, followed by a more purposestheirmaterialshands; rather,and should pleasures they be needthoughtfully may to be be in helpeddoing chosen so. in for Certainlyunderstanding, the particular educational whenchild,child uses something in a "different way," what his goodthoroughdevelops,at first, beginning look he at will for separate becomemany. Theparts, more visually then able another impairedto do this overview child, meaningfully especially will be aon will need to be shown how to look at things. As he theselections.but responsibility When willappropriate seem less guidelines terrifying. are understoodadults and used, can be helped to develop skill in making toy 72ownhis own; needs. he will learn to make certain modifications to meet his The educational materials groupings in the list which follows taskoverlapeye/ear/handare roughly both in coordination,in order terms according of interest to and the ability degree when of difficulty the individual involvedof the (in terms of attention demanded, muscle use, etc.) There will be, however, much towalking encouragecausesit on, toride sound, reachingon, move to make and on mobility indifferent gross throughways things happencreeping, standing, materialstermschild to the more difficult or refined. We must be well awareis concerned.of moving Within from each the category simplest, one should think in easiest and most gross differentto develop weights, some textures,thumb-finger sounds, working sizescarry, together and shapes) to allow putting in and taking out (objects of wouldexample,that require this an "books" advanced in terms level of thefunctioning. child's reading them himself is not a list in a literal sense of progression. In terms of the For movementto encouragesuch as (i.e., clay, different records, mud, sand, kindssinging fingerof games, direction paints, etc.) following waterto withpour, bodily spread, levelhowever,child's it is developingrequired. Such materials as dolls mayis obvious be pleasing that a andmuch more elementary functioning interest in books read to him by others, together,withsqueeze, movable roll,that shape,screw parts andsmell, that unscrew feelcome apart and can be put back form,representativesentertaining to aof veryreal-life young counterparts. child because of certain qualities of size, texture, etc., but only later evoke interest as withtoplayingrelative put parts in house) toorder, that haveby one to dimensionbe discriminated, or another matched (especially "playing pretend" (for example, dressing up or ChildDevelopmental Educationalcrib toys Materials to look for at, the to Visuallysound, to Impaired feel, to smell totodifferent; getby build shape,meaning with counted size, (blocks, from texture, because tools, weight, construction of position,their miniature-sized color); sets) judged liknessesto be alike or tograsping encourageencourage in an head two increasingly handscontrol togetherand refined sitting atway the midline of the body, 6 materials like. scissors,to paste,books real objectscrayons, and other (dolls, paints materials cars) directly related to reading tactuallytofor feel teething through grasping, to enjoy through holding, to explore Obtaining Educational Materials Much of the educational materials produced for sighted girls.youngsters can be used effectively by visually impaired boys and better still will be able to appreciate more of a picture, more of of followingeffortlist all theto list, theorganizations and companies providing good ones.It The is not possible to evaluate and endorse products or to however,young child. includes Their companies catalogs, whichusually devote provided much on thesewhichthe details,books materialsencourage for if these these will the are youngsters child's shown participation. to should him again be chosen Ofand course, again. for someMost of be chosen for their auditory and meaning qualities desirablerequest, and offer economical items can be made. large selections from which apt choices of safe, suchTheyaspects,home-made aswill The booksVision discussed Center and The Christian Record Braille chiefly. interest Forall children, however.the Certain organizations, earlieryoungster are particularly applicable. with no vision, the childrenimpairments, which areas wellquite as appropriate for sighted for children. youngsters AMany number with of visual theof the companies named supply records for young vocabularywithFoundation, print and Inc.,braille are making available for the young child books is such that side-by-side. Though in many cases theeven beginning reading cannot be ormajorColumbia, television record Decca, arefirms used haveFolkways, in a purposeful R.C.A. Victor). and When records, radio line for young people (i.e. selective way rather Capitol, impairedmanaged,medium child.makes the very Above fact all that a book contains words in his own it more else,interesting it is important that the young' to the severely visually andthan stimulate as pacifiers new for interests long periods and activities. of time they can foster learning Sourcesallchild the be many ofread General values to, over andEducational andpleasures over, Materials ofand reading. thus for early Young get Children: the feel for vocabulary,contains a widepurpose, variety The world of young children's books is a crowded one. etc. in terms ofSelection subject, size, of books for a given child illustrations, It AmericanGalien,P.O.Allied Box Educational Michigan 78Guidance 49113 Council Service, Inc. enjoywithmust sighted becolors done on children. in a terms page, ofThe perhaps his child individual even with shapes,even a needs, as would be true littlewhen vision these can are (AbbattChildcraftCirclePublishers' Pines, Developmental Equipment BuildingMinnesota Company, Toys55014 Catalog, Inc. also) 74pointed out to him as he is read to. The youngster who sees New155 York, East 23rdNew StreetYork 10010 4444ChristianLincoln, South RecordNebraska 52nd Street Braille 68506 Foundation, Inc. Chicago,Follett1010 PublishingWest Illinois Washington 60607 Company Boulevard ConstructiveCommunity1040Rifton, East New Playthings85thPlaythings York Street 12471 3General HoweNewEast York, 54thPress Learning Street New (of) Corporation York 10022 850SchoolElgin,DavidKansas North ProductsC.Illinois City, GroveCook Missouri60120 Publishing DivisionAvenue 64131 Company Watertown,OakPerkinsIdeal Lawn, School School Massachusetts Illinois Supply for 60453the Company Blind 02172 A.Princeton,CreativeEducational Daigger Playthings, New and Department Company,Jersey Inc, 08540 Inc. ThePaoli,Instructo LighthouseNew Pennsylvania York Corporation AssociationLow 19301Vision Servicesfor the Blind DevelopmentalChicago,Educational159 West Illinois KinzieTeaching Learning 60610 Street Aids Materials Division P.O.NewLyndoncraft111 Box York, East 12 59thN.Y. Educational Street10022 Equipment 3505BoxDickChicago, North1267 Blick Illinois Ashland 60557 Avenue St.800MonsantoRosemead, Louis, North MissouriLindbergh California 63166 Boulevard 91770 P.O.Galesburg,Philadelphia,Educational Box 6604 Illinois Research Pennsylvania 61401 Associates, 19149 Inc. Playskool,Birmingham,2110Nifty Fifth Division, Avenue,Inc. Alabama (divisionSt. Regis South 35233 of Paper Milton Company Bradiey Company) North57Electronic DodgeFisher-Price Haven, Avenue Futures, Connecticut Toys, Inc.Inc. 06473 LearningResponsiveChicago,3720 North MaterialsIllinois KedzieEnvironments 60618 Division Avenue Corporation East Aurora, New York 14052 Englewood Cliffs, New Jersey 07632 75 Children'sNew745F.Sifo A. Fifth York, 0.Company SchwarzWorld Avenue New York 10022 itdesiring by writing information to the addresses pertinent given to local below.) concerns may obtain 21027SteinMinneapolis,834 North Enterprises - 61st Seventh MinnesotaStreet, Street West 55411 AssociationThose3615 ConcernedWisconsin for Childhood Avenue, With Young N.W.Education Children International Generally: 2625TactileDesLynnwood, ForestMoines, Aids Avenuefor IowaWashington the 50311 Blind, 98036Inc. Washington, D.C. 20016 throughThisinterested junior high school. It publishes a bimonthly journal, association in children from the nursery educational is intended for professional persons, level TheTeachingBoston,100 New Boylston MassachusettsResourcesYork Times Street (of) 02116 tobooksIt interested has for local, children, participants. sectional and andmaterials annual regarding meetings young which children. are open Touch,TouchEscondido,1790 AidsSouthInc. CaliforniaJuniper Street 92025 Washington,1201NationalElementary Sixteenth Education D.C.Commiree Kindergarten 20036 Street, Association N.W.of Nursery Education (EK/NE), Orlando,TupperwareAlbany,P.O. Box New Florida 1711 Home York 32802 Parties12201 publications.personsThislevel is a interested recently-begun committee intended for professionalthrough grade in six. children from the nursery education It is making available pertinent Columbus,Vision1393 Center North Ohio High 43201 Street 1629National 21st Association Street, N.W. for the Education of Young Children VisuallyOrganizations Impaired and ChildPrograms Whose Services Pertain to the Young Washington, D.C. 20009 journalThisinterested association entitled Young Childrenin as the well pre-school child. is intended for It publishes a quarterly professional as other related persons 76 (These are not intended to be comprehensive listings. Those openmaterials. to interested parties. Its annual national and regional conferences are Whiteside-TaylorParentBate20551 D'urfeCooperative Lakeshore Centre RoadPreschools for Cooperative International Education AmericanLouisville,1839 Frankfort Printing Kentucky HouseAvenue 40206 for the Blind, Inc. Quebec, Canada thisA cooperativeregional group holds meetings intended an annual within for parents meeting its five districts.and professional persons,and there are periodic Its publications theAPHcensusmanufacturesbooks, supplies magazines of blind children,and related grades one United blind States educational students. The Americanwith Printing educational aids, materials in several media. Itand conductsmaterials, an through twelve, in publishing annualHouse Southern1070 Moss Association Avenue, for N.E. Children Under Six Cooperative,include Offspring, a semi-yearly a semi-yearly newsletter. magazine and The Parental Association1604 Spruce for theStreet Education of the pertinentengages in to the education of blind research and makes available Visually Handicapped children. lists of resources Orangeburg, South Carolina 29115 Withstates, a SACUSdistrict opens organization its membershipin each of thirteento southern all who are Philadelphia, Pennsylvania 19103 Thispersons, association publishes is a intended for parents andjournal, Education of the Visually a professional 27United Gramercy States Park Committee for Early meetingsinterested and in thesome young pertinent child. publications. There are Childhood Education local and regional Association of the Junior Leagues biennially.Handicapped,Fountainhead, five timesfour yearly. times of America, Inc.yearly Its conferences are held and newsletter, New York, New York 10011 Thisinternational profession& pre-school group sent education. is particularly its 'tmembership provides interested periodicby the in New301c/o Waldorf Park York, Avenue New York 10022 number Astoria Junior Leagues working with local Those conferencePresidentpertinent every three years or so.Concerned of thenewsletters With United Young States to Visually and conducts Impaired Children,a world ofeducationalorganA blindness. izations and informational of serving blind projects aimedInc. at preventionpersons cooperate with AmericanParticularly15 West Foundation (in 16th some Street cases, for the Blind, multiple-impaired): Inc. 4444ChristianLincoln, South Record Nebraska 52nd Braille Street 68506 Foundation, This foundation serves persons throughout the world, New York, New York 10011 Thischildreninformation national and organization pertinentadults. The to Foundationblindnessserves as aand consultative help to agencies. is interested in researchclearing house onblind all persons, both It Delta Gamma Foundation charge.assupplying libraries blind and parents of institutions with Full Vision preschool sighted children, as well Books, at no forandhas the legislation a visually handicapped. and offers special library regarding blindness and manufactures 3250Columbus, Riverside Ohio Drive 43221 77 needs.fostersBlind,GammaThis encourages programs projects onlocalat theSight community service by members andchapter membership local fraternityConservation and Aid to the level based conductson indigenous the Delta Telephone Pioneers of America visuallybookletsAlthough impaired are available children. for purchase and are pertinent to this commission serves New York State, allits JeffersonCouncilDivision Plaza, for andExceptionalthe Suite VisuallyBlind 900 ChildrenHandicapped: (CEC) Partially Seeing NewSupervisor,195 York,Broadway NewCommunity York 10007 Service Activities This organization has local chapters throughout both the Arlington,1499 Jefferson Virginia Davis 22202 Highway ThisUnited professional States and Canada. The overall CEC organization organization has local chapters in the concernspre-schoolretiredUnited employees are youngsters varied of but Telephone with some visual are Industries.impairments. related Itsto thelocal needs chapters' of States and Canada. Its members are active and forExceptionalaspaperspublishes information and ADVH sponsors Children requests Newsletter, annual (CEC-ERIC) in internationalthe journals, areas acts of asconferences special alocal referral education ascenter well meetings. The CEC Information monographs, other Center on Federal and State Agencies and Services Chicago,209Lions North International Illinois Michigan 60601 Avenue and child health. andthroughhave materials general both federal to information give and and state are to instructures.give the and position general They to havemake servicesDepartments information referral to offer to of education, health, mental health and welfare National Society for the Prevention of Blindnessblindness.associationThe business have and a major professional service interest men in in blind persons and this international areother helped. agencies where preschool visually handicappedEvery youngsters state has a department of education within its general New79 Madison York, NewAvenue York 10016 TheblindnessIt Societysupports andserves research is interestedthe Unitedand studies Statesin prevention regarding through and stateeye detectiondiseases divisions. and of Whateverimpairedstructure. the childrenIn many cases,are a there are divisions of special education. terms employed or the systems used, vital concern. Questions pertaining to visually New York Commissionand Visually Handicappedfor the Blind safetypreschoolers' programs vision for persons problems of alland ages. medical, educational and earlier),beeducational directed, to the programs appropriate for stateyoung office. visually impaired children should while the youngsters are still small (age three or 78Albany,1450 NewWestern York Avenue 12203 departments Services for young children is one of the concerns of state involved with health, mental health and child 7, ,r,r, n -.4^ ". . welfare. Where special needs are evident, appropriate referrals are SocialChildren's and Rehabilitation Bureau Service made.generally. They are within the The Federal programs specified are United States Department of concerned with children Washington,330Office C Street, of Education D.C. S.W. 20201 Handicapped everynumerousHealth, aspect Education pertaining and toWelfare. The kinds, dissemination youngsters: research, publications of first two are interestedother in information and of Washington,7thBureauNational and D of Street, Laboratory EducationD.C. 20202S. W. foron theEarly Childhood Education maintainingwithmaterials, literature of standards, regarding conferences, young etc. direct services to children.state programs, the setting The third is concerned and 805NationalUrbana,University West Coordinating PennsylvaniaIllinois of Illinois 61801 Center Avenue

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Springfield, Ill.: Thomas, 1969. (A, B, C, E. Bibliography of research on Maxfield, K. Ec, & Buchholz, S. A social maturityblindFoundationE) for the Blind, 1957. (A, B) preschool children. New York: Americanscale for Norris,Nolan, M.,C. Y.,Spaulding, & Morris, P. J. children.Printingthe Chicago: House for the Blind, 1967. (F) visually handicapped. University of Chicago, 1957.J., & Brodie,(A, 3, F. H. Blindness in Louisville, Ky.: American Morse,Moor, American Foundation for theP. Blind, 1968.J. (A, B, C, D) No time toL. "lose. Mannerisms, not blindisms: (A symposium) New York: Causation and Farmelee, A. H. Developmental studies of blindNew children:D, E) Outlook for the Blind, 1966, 60, 177-179. (A, E) I. Murray, thetreatment.handicapped Blind, 1965, children. 15, 12-16. Philadelphia, (B, D, E) Pa.: Association V.for Hints International Journal for the Education of for parents of pre-school visually Pittam,Perkins V. G. School Reading for thereadiness. Blind Research New Outlook Library. for thePerkinsresearchThe Blind, Perkins School for the Blind. (F) library annual accessions. Watertown, Mass.: Murray, B,Education C,International D) of the Visually Journal Handicapped, for the Education not dated. of the (A, Blind, V. Play and playthings for blind children. Rex, Teaching1965,C, E) 59, 322-324. ExceptionalE., (B) & Children,Calovini, 1968, 1, 14-20. (A, B, G. Learning through illustrations. New York State Department of Social Welfare, forCommission the1965, Blind. 15, A guide17-20. for (A, parents B, C, D) of a preschool blind Rubin,Root, F. K. Evaluation of services for multiple-handicappedofblind the Blind,children. 1963, 13, 33-38. (A,E. B) J. international Journal for the Education Nolan, C. Y. A 1966 reappraisal of the relationshipvisualchild. between Newacuity York: and Author, mode of not reading dated. for(A, blind B) children. 11.Foundation (A, B, D, for E) the Blind,E. Research Series, 1964, No. P. Abstract functioning in the blind. American Nolan, C. Y., & Ashcroft, S. C. The visually handicapped.NewReview Outlook for the Blind, 1967, 61, 255-261. (B, E) of Educational Research, 1969, 39, 52-70. Spencer,Scott, visually'(A, B) impaired. DVH Newsletter, 1968, 14(2), 10-13.M. BlindThe education children ofin the young child who is family and community. Nolan, C. Y., & Morris, J. E. Variability thechildren(General) Education in object of therecognition. Blind, 1960, International 10, 23-25. Journal (B) for among young blind Toomer, J., & Brown, C. Notes for parents. Philadelphia,Pa.:Minneapolis,1960. Association (A, B) for Education of the Visually Handicapped, Minn.: University of Minnesota Press, Nolan, C. Y., & Morris, J. E. Development and E)nalthevalidation Roughnessfor the of Education Discrimination of the Blind, Test. 1965,International 15, 1-6. Jour- (B, United States Office of Education, Bureau of servicestheEducationnot Handicapped. dated. for (A, B, Policies D, E) and procedures - Centers and for deaf-blind children - Elementary and 86 u...,r1ttik,...1 41- .1771.19=r7T,7417-1Trrfr,71.7%.1.Prn,WIWM.,,,,,,77177, University of the State of New York: The StateSecondaryD. C.:Department,Education Author, Education 1969. Act(B) Title VI, Part C. Washington, Bureau for Handicapped Children. children's344-363.York:(Ed.), The understanding (A, psychoanalytic B, D, E) of their study world. of Inthe R. child. S. Eissler New International Universities Press, 1965. Pp. Wilkin, sightedAdaptingHerman, children. materials Albany, for educating N. Y.: Author, blindH. children1961. (B, with C) A., Birnbaum, J. L. Cognitive J., Lomonaco, S., in Lehr,congenitally S., & Wolff, Outlook for the Blind, 1966,P. Developmental 60, 179-182. (A, studies D, E) of blind children: I., II. New Wills, 767-786.totally (A, D, E) D. M. Some observationsblind on blind nursery school children. Child Development, 1968, 39, patterning Zemtzova, M. compensation2,ofFoundation the72-87. remaining (A, ofB,for vi8ualE) thesensory Blind, function channels Research in blindness. (safe Bulletin, analyzers) American 1962, No. Kulagin, J. A., & Novikova, L. A. The use in

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