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Published on: August 8, 2011
Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities
1School of Education, University of Birmingham, Birmingham, UK. m.t.mclinden@bham.ac.uk
Insights
Children with visual impairment and intellectual disabilities benefit from guided haptic exploration. Learning partners are crucial for mediating tactile information, supporting the development of effective exploratory strategies.
Area of Science:
- Developmental Psychology
- Special Education
- Occupational Therapy
Background:
- Haptic exploratory strategies are vital for learning, especially for children with visual impairment and intellectual disabilities.
- Vision typically mediates haptic information, a process challenged by visual impairments.
Purpose of the Study:
- To synthesize literature on haptic exploratory strategy development in children with visual impairment and intellectual disabilities.
- To highlight the role of learning partners in mediating haptic information for this population.
Main Methods:
- Literature synthesis and review of early child development research.
- Analysis of the role of vision in haptic perception.
- Examination of intervention approaches for children with combined disabilities.
Main Results:
- Independent activity is key for developing exploratory strategies.
- Adult learning partners play a critical role in mediating haptic information for children with visual impairment and intellectual disabilities.
- Developmentally appropriate, paced intervention is essential.
Conclusions:
- The learning partner's role is significant in structuring and progressing haptic learning experiences.
- A framework is proposed to guide adult partners in mediating haptic learning for children with visual impairment and intellectual disabilities.
- Intervention strategies must be tailored to individual needs and developmental levels.
Abstract:
This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.
