Adaptations for young children with visual impairments in regular settings

Phyllis K. Mayfield; Katherine M. McCormick; Martha J. Cook

doi:10.1007/BF02353343

Adaptations for young children with visual impairments in regular settings

Phyllis K. Mayfield, Katherine M. McCormick, Martha J. Cook

Early Childhood, Special Education, and Counselor Education

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.

Original language	English
Pages (from-to)	231-233
Number of pages	3
Journal	Early Childhood Education Journal
Volume	23
Issue number	4
DOIs	https://doi.org/10.1007/BF02353343
State	Published - 1996

Keywords

Adaptations
Inclusion
Visual impairments
Young children

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1007/BF02353343

Cite this

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abstract = "Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.",

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AB - Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.

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Adaptations for young children with visual impairments in regular settings

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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