Extent of Similarity in Concept Development for Visually Impaired and Sighted Children

Abstract

In order to clarify differing findings in the relatively few studies of visually impaired children's understanding of quantity as evidenced in seriation, verbal seriation as well as conservation tasks, blind, partially sighted and sighted children's order of development was investigated. Size, length and weight were examined in the seriation, in the verbal seriation and in the conservation tasks. Similarity in sequence of concept development for visually impaired and sighted children was supported by scalogram analysis. These findings show the remarkable extent of similarity in order of concept acquisition; they arise when every task is given to each child.