Observing the use of tactile schedules

Area of Science:

• Pedagogy
• Developmental Psychology
• Special Education

Background:

• Children with congenital blindness often face challenges in developing a sense of agency and predictability.
• Effective communication and educational strategies are crucial for this population.
• Existing research highlights the need for tailored interventions for children with multiple disabilities.

Purpose of the Study:

• To explore the application and benefits of tactile schedules for children with congenital blindness and additional disabilities.
• To identify foundational requirements for implementing tactile schedules effectively.
• To describe child behaviors demonstrating the impact of tactile schedules on agency, predictability, and communication.

Main Methods:

• Qualitative exploration of tactile schedule implementation in a heterogeneous group of children.
• Observation and description of child behaviors in response to tactile schedules.
• Discussion of essential conditions and the teacher's role in utilizing tactile schedules.

Main Results:

• Tactile schedules can foster a greater sense of agency in children with congenital blindness.
• The use of tactile schedules is associated with increased predictability and improved communication.
• Specific child behaviors indicate the positive functional outcomes of employing tactile schedules.

Conclusions:

• Tactile schedules are a valuable tool for supporting children with congenital blindness and diverse disabilities.
• Establishing basic conditions and emphasizing the teacher's role are key to successful implementation.
• Tactile schedules can significantly contribute to a child's sense of control, understanding of their environment, and communicative abilities.