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.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call