institution american printing house for the blind, louisville, · the approach in writing the...
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ED 038 811
AUTHORTITLE
INSTITUTION
SPOTIS AGENCY
BUREAU NOPUB DATEGPANTNOTT'
EDIRS PPICEDESCP IPTO RS
ABSTRACT
DOCUMENT RESUME
EC 005 527
Halliday, CarolThe Visually Impaired Child: Growth, Learning,Development - Infancy to School Age.American Printing House for the Blind, Louisville,
K V.Office of Education (DREW) , Washington, D.C. Bureauof Education for the Handicapped.13R-272036Mar 700EG -2 -6- 062289 -1582 (607)
85p.
FDPS Price NP-$0.50 HC-$4.35*Child Development, Emotional Development,*Exceptional Child Education, InstructionalMaterials, Intellectual Development, LanguageDevelopment, Learning Processes, Learning Readiness,Multiply Handicapped, Perceptual Motor Coordination,Personal Growth, Physical Development, = Preschool
Children, Self Care Skills, Social Development,Special Services, *Visually Handicapped
Addressed to both professionals and par=ents, the
handbook delineates visual impairment and discusses child growth withreference to the visually handicapped. Development in the visuallyimpaired of self care skills and along physical, social/personal,intellectual, and emotional lines is described and contrasted to thatof the normal child. Also, school readiness problems for visually andmultiply handicapped children are discussed. Materials and services
are considered and their sources listed. (JD)
TH
EV
ISU
ALL
Y-I
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AIR
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CH
ILD
GR
OW
TH
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AR
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DE
VE
LOP
ME
NT
INF
AN
CY
TO
SC
HO
OL
AG
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RO
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INS
TR
UC
TIO
NA
L M
AT
ER
IALS
RE
FE
RE
NC
E C
EN
TE
R F
OR
VIS
UA
LLY
HA
ND
ICA
PP
ED
CH
ILD
RE
N
ME
MB
ER
SP
EC
IAL
ED
UC
AT
ION
IIVIC
/RM
C N
ET
WO
RK
Am
eric
an P
rintin
g H
ouse
for
the
Blin
d18
39 F
rank
fort
Ave
nue
Loui
svill
e, K
entu
cky
4020
6
TH
E V
ISU
ALL
Y IM
PA
IRE
D C
HIL
D
GR
OW
TH
, LE
AR
NIN
G, D
EV
ELO
PM
EN
T
INF
AN
CY
TO
SC
HO
OL
AG
E
Inst
ruct
iona
l Mat
eria
ls R
efer
ence
Cen
ter
Am
eric
an P
rintin
g H
ouse
for
the
Blin
d18
39 F
rank
fort
Ave
nue
Loui
svill
e, K
entu
cky
4020
6
Mar
ch 1
970
By
CA
RO
L H
ALL
! DA
Y
Edi
toria
l ass
ista
nts:
Arn
ie L
. Den
niso
nG
loria
J. R
odde
y, P
h.D
.
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H. E
DU
CA
TIO
N &
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT.
PO
INT
S O
f VIE
W O
R O
PIN
ION
S
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
f ED
UC
AT
ION
PO
SIT
ION
OR
PO
LIC
Y.
Pub
lishe
d an
d di
strib
uted
by:
INS
TR
UC
TIO
NA
L M
AT
ER
IALS
RE
FE
RE
NC
E C
EN
TE
R F
OR
VIS
UA
LLY
HA
ND
ICA
PP
ED
CH
ILD
RE
N
AM
ER
ICA
N P
RIN
TIN
G H
OU
SE
FO
R T
HE
BLI
ND
ME
MB
ER
SP
EC
IAL
ED
UC
AT
ION
IMC
/RM
C N
ET
WO
RK
In C
oope
ratio
n W
ithth
eB
urea
u of
Edu
catio
nfo
r th
e H
andi
capp
edU
. S. O
ffice
of
Edu
catio
n
Fun
ded
by:
Gra
nt#0
EG
-2-6
-062
289-
1582
(607
)P
roje
ct 2
7203
6T
itle
III, S
ectio
n 30
2P
ublic
Law
88-
164
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.. N.
THE VISUALLY IMPAIRED CHILD
GROWTH, LEARNING, DEVELOPMENT
INFANCY TO SCHOOL AGE
"OF
GR
EA
T IM
PO
RT
AN
CE
TO
TH
E
CH
ILD
'SLE
AR
NIN
GIS
HIS
RE
-
LAT
ION
SH
IP W
ITH
A C
AR
ING
AD
ULT
AN
D T
HE
AM
OU
NT
OF
TIM
E A
ND
INT
ER
ES
T T
HE
YS
HA
RE
!"
p.51
4
8o'
.,-.
.....
t....
-,.4
.-
,-..,
4' *
jit..
, -
fv
1.
PR
EF
AC
E
Thi
s bo
okle
t is
mad
e av
aila
ble
by th
e In
stru
ctio
nal M
ater
ials
Ref
eren
ce C
ente
r (I
MR
C)
of th
e A
mer
ican
Prin
ting
Hou
se fo
r th
e
Blin
d as
ase
rvic
e to
teac
hers
, oth
er p
rofe
ssio
nal w
orke
rs a
nd
pare
nts
ofvi
sual
lyim
paire
d ch
ildre
n of
pre
-sch
ool
age.
Itis
mea
nt to
be
of p
ract
ical
val
ue w
ith r
egar
d to
the
care
, tra
inin
g
and
inst
ruct
ion
of th
e ch
ild fr
om b
irth
until
ent
ry in
to a
form
al
scho
ol p
rogr
am.
The
app
roac
hin
writ
ing
the
book
let h
as b
een
ecle
ctic
in
that
an
atte
mpt
has
bee
n m
ade
to b
ring
toge
ther
and
inte
grat
e
the
curr
ent t
hink
ing
of le
ader
s in
the
field
s of
chi
ld d
evel
opm
ent
and
visu
alim
pairm
ent.
Inth
isla
tter
field
the
auth
or r
elie
d
heav
ily o
n th
e w
ritin
gs o
f Fre
iber
g an
d he
r co
lleag
ues
(196
4,
1968
, 196
9),
Nor
ris,
Spa
uldi
ng, a
nd B
rodi
e (1
957)
, Low
enfe
ld
(196
4), a
nd B
arra
ga (
1964
) an
d to
a le
sser
ext
ent o
n K
urzh
als
(196
6, 1
968
a&b)
, Max
field
and
Buc
hhol
z (1
957)
and
Mur
ray
(196
5, u
ndat
ed).
In th
e fo
rmer
fiel
d th
e au
thor
is in
debt
ed to
Ges
ell a
nd h
is c
olle
ague
s (1
940,
196
5), M
aier
(19
65)
and
Wat
son
and
Low
rey
(196
2). T
he K
irk, K
arne
s, a
nd K
irk (
1968
) pu
blic
atio
n
was
als
o m
ost h
elpf
ul. T
he in
tere
sted
rea
der
is u
rged
to p
ursu
e
the
idea
s of
thes
e le
ader
s in
thei
r or
igin
al w
orks
.
not y
et e
nrol
led
insc
hool
, the
stu
dygi
ves
its e
mph
asis
to
beha
vior
and
ach
ieve
men
t, av
oidi
ng a
rbitr
ary
appr
oach
es b
ased
on
chro
nolo
gica
lag
e.In
form
atio
nis
orga
nize
dac
cord
ing
to
sequ
ence
s of
dev
elop
men
tal s
tage
s co
mm
on to
chi
ldre
n ge
nera
lly.
The
sese
quen
ces
can
beex
perie
nced
by th
e yo
ung
visu
ally
impa
ired
child
, too
, alth
ough
the
age
leve
ls a
t whi
ch th
ey m
ay
occu
r m
ay v
ary
grea
tly. T
he d
evel
opm
ent o
f bot
hsi
ghte
d an
d
visu
ally
impE
..;re
d ch
ildre
n, h
owev
er, i
s de
pend
ent o
n ce
rtai
n he
lps
bein
g gi
ven
at th
e ap
prop
riate
tim
es.
The
nee
d fo
r th
is b
ookl
et is
app
aren
t to
thos
e w
ho w
ork
with
the
impa
ired
pre-
scho
ol c
hild
. Unt
il re
cent
ly, l
ittle
atte
ntio
n
has
been
giv
en to
the
lear
ning
pro
cess
es d
urin
g ea
rly c
hild
hood
at w
hich
tim
e th
e ca
re o
f chi
ldre
n, u
nder
ave
rage
con
ditio
ns,
is
cond
ucte
d ch
iefly
in th
e ho
me.
The
res
pons
ibili
ty fa
lls h
eavi
ly o
n
the
pare
nts
beca
use
the
child
is n
ot r
eady
for
a fo
rmal
pro
gram
.
Bec
ause
of t
he la
ck o
f res
earc
h in
the
area
, the
par
ent i
s le
ft to
doth
ejo
b w
ithou
tin
stru
ctio
nal
aids
.If
an im
pairm
ent
is
invo
lved
the
task
is a
wes
ome;
with
the
mul
tiple
-impa
ired
child
,
the
diffi
culti
es m
ay p
rove
insu
rmou
ntab
le,
In a
ddre
ssin
g its
elf t
o th
e ge
nera
l con
side
ratio
n of
chi
ldre
nB
ecau
se th
is b
ook
is in
tend
ed fo
r re
ader
s ac
quai
nted
with
5
child
ren
thro
ugh
expe
rienc
ean
d/or
form
aled
ucat
ion,
basi
c
info
rmat
ion
is e
labo
rate
d up
on o
nly
as it
per
tain
s to
the
visu
ally
impa
ired
child
.
SP
EC
IFIC
ALL
Y T
HIS
BO
OK
LET
:
Des
crib
es th
e vi
sual
lyim
paire
dch
ildin
term
s of
bas
ic
need
s sh
ared
with
all
child
ren;
sec
ondl
y, r
elat
es h
is s
peci
fic
need
sto
his
part
icul
arch
arac
teris
tics
and
way
sof
func
tioni
ng, o
ne a
spec
t of w
hich
is h
is v
isua
l im
pairm
ent.
Pre
sent
s in
out
line
form
, cer
tain
dev
elop
men
tal s
eque
nces
thro
ugh
whi
ch c
hild
ren
norm
ally
pas
s pr
ior
to a
dmis
sion
into
a fo
rmal
sch
ool p
rogr
am.
Dis
cuss
esin
spec
ific
term
s th
e sp
ecia
lhe
lps
need
ed b
y
6
visu
ally
impa
ired
child
ren
to c
ircum
vent
or
min
imiz
e th
eir
visu
alpr
oble
ms
whi
lede
velo
ping
mor
e co
mpl
etel
y an
d
capa
bly
othe
r m
eans
of l
earn
ing
and
livin
g.
List
s an
d de
scrib
es e
duca
tiona
l mat
eria
ls e
spec
ially
suite
d
for
the
visu
ally
impa
ired
child
as
he d
evel
ops
and
lear
ns.
Mor
ede
taile
din
form
atio
non
AP
Hm
ater
ials
can
be
obta
ined
onre
ques
tfr
omth
eIn
stru
ctio
nal
Mat
eria
ls
Ref
eren
ce C
ente
r.
Nam
es a
nd id
entif
ies
salie
nt a
genc
ies,
pro
gram
s an
d se
rvic
es
prov
idin
gin
form
atio
nor
aid
for
the
youn
gvi
sual
ly
impa
ired
child
and
pro
vide
s an
d ca
talo
gs a
bib
liogr
aphy
of
pert
inen
t boo
ks a
nd r
elat
ed r
esou
rce
mat
eria
ls. C
arol
Hal
liday
AC
KN
OW
LED
GE
ME
NT
S
Thi
s bo
okle
t ref
lect
s th
e in
tere
st, k
now
ledg
e, a
nd e
ffort
s of
man
y pe
ople
who
hel
ped
grea
tly d
urin
g th
e tw
elve
mon
th p
erio
d
in w
hich
the
prob
lem
s of
und
erst
andi
ng a
nd w
orki
ng w
ith th
e
youn
g vi
sual
ly im
paire
d ch
ild w
ere
stud
ied.
For
giv
ing
gene
rous
ly o
fth
eir
thou
ghts
and
for
shar
ing
know
ledg
ean
dm
ater
ials
,sp
ecia
lth
anks
are
due:
Dr.
Gra
ce
Nap
ier,
Mel
Wei
shah
n, M
rs. I
na K
urzh
als,
Mrs
. Jan
e W
egeh
oft,
Mrs
. Virg
inia
Mur
ray
and
Mrs
. Bet
ty W
omm
ack.
Par
ticul
arly
frui
tful
visi
tatio
ns a
nd s
taff
conf
eren
ces
wer
e
mad
e po
ssib
le b
y: th
e D
emon
stra
tion
and
Res
earc
h C
ente
r fo
r
Ear
ly E
duca
tion,
Geo
rge
Pea
body
Col
lege
, Nas
hvill
e, T
enne
ssee
(DA
RC
EE
); th
e N
ew N
urse
ry S
choo
l Res
earc
h P
roje
ct, C
olor
ado
Sta
te C
olle
ge, G
reel
ey, C
olor
ado;
the
Uta
h S
choo
l for
the
Blin
d,
Ogd
en; t
he T
exas
Sch
ool f
or th
e B
lind,
Aus
tin;
two
Pro
ject
Hea
d
Sta
rt S
tyle
s cl
asse
s, th
e D
epar
tmen
t of P
sych
olog
y, U
nive
rsity
of
Loui
svill
e,Lo
uisv
ille,
Ken
tuck
y; th
eD
elta
Gam
ma
Fou
ndat
ion
for
Vis
ually
Han
dica
pped
Chi
ldre
n of
St.
Loui
s, M
isso
uri,
Inc.
Fro
m th
e la
tter
grou
p ca
me
the
phot
os w
hich
enl
iven
the
prin
ted
page
s. InM
arch
, 196
9, a
com
mitt
ee c
ompo
sed
of M
iss
Bar
bara
Dor
war
d, M
rs. K
ay H
orto
n, M
rs. I
na K
urzh
als
and
Rob
ert W
inn
met
inan
adv
isor
y ca
paci
ty to
det
erm
ine
the
guid
elin
es fo
r
furt
her
deve
lopm
ent
of th
is 'b
ookl
et a
ndre
late
ded
ucat
iona
l
mat
eria
ls.
Spe
cial
appr
ecia
tion
isdu
e th
is c
omm
ittee
for
its
wis
dom
and
thor
ough
pla
nnin
g.
Chi
ef a
mon
g th
ose
who
gav
e tim
e an
d ef
fort
to r
eadi
ng,
cons
truc
tivel
y cr
itici
zing
and
spe
cific
ally
sug
gest
ing
impr
ovem
ents
and
expa
nded
thin
king
are
:D
r. N
atal
ie B
arra
ga, M
rs. D
orot
hy
Bry
an, M
iss
Fre
da H
ende
rson
, Mrs
. Ina
Kur
zhal
s an
d D
r. C
arso
n
Nol
an. Tho
se w
ho g
ave
spec
ific
cons
ulta
tive
aid
in r
elat
ion
to v
isua
l
impa
irmen
t wer
e:D
r.S
.C.
Ash
crof
t, D
. Nat
alie
Bar
raga
, Mis
s
Dor
othy
Bur
lingh
am,
Mrs
. Sel
ma
Fra
iber
g an
d co
lleag
ues,
Mrs
.
Ina
Kur
zhal
s, M
iss
Pau
line
Moo
r an
d M
rs. V
irgin
ia M
urra
y.
Bey
ond
the
reso
urce
sid
entif
ied,
num
erou
she
lpfu
lan
d
info
rmat
ive
lette
rs a
nd o
ther
con
tact
s co
ncer
ning
all
aspe
cts
of
the
stud
y ha
ve m
ade
this
boo
klet
the
resu
lt of
a tr
uly
colle
ctiv
e
effo
rt.
7
Und
ergi
rdin
g th
e en
tire
effo
rt h
as b
een
the
supp
ortiv
e gr
ant
mon
ey m
ade
avai
labl
e by
the
Bur
eau
of E
duca
tion
for
the
Han
dica
pped
, U.S
. Offi
ce o
f Edu
catio
n, G
rant
# O
EG
-2
-6-
0622
89-
1582
(607
). T
his
proj
ect,
2720
36, i
s m
ade
poss
ible
und
er P
ublic
Law
88-
164,
Titl
e III
.
CONTENTS
Preface 5Acknowledgments 7
Chapters
I. VISUAL IMPAIRMENT: A DELINEATION 11
II. CHILD GROWTH: A COMPARISON 15
III. DEVELOPMENTAL SEQUENCES: A CONTRAST 25
IV. THE V!SUALLY IMPAIRED CHILD: SCHOOL READINESS 65
V. THE MULTIPLE HANDICAPPED CHILD:
ADDITIONAL READINESS PROBLEMS 69
V!. MATERIALS AND SERVICES: SOURCES 71
CH
AP
TE
R IV
ISU
AL
IMP
AIR
ME
NT
: A D
ELI
NE
AT
ION
Tra
ditio
nal d
efin
ition
s of
blin
dnes
s an
d of
par
tial-s
ight
edne
ss
have
bee
n ba
sed
on a
cuity
and
/or
a. n
arro
wed
vis
ual f
ield
. Bot
h
defin
ition
sha
vebe
enm
easu
red
onth
eba
sis
of w
hat t
he
norm
ally
sig
hted
pers
onm
ight
see
at a
give
n di
stan
ce. S
uch
defin
ition
s,in
larg
e m
easu
re, h
ave
been
dra
wn
up to
allo
w th
e
esta
blis
hmen
tof
visu
alim
pairm
ent
in-
lega
lan
dec
onom
ic
situ
atio
ns.
In r
ecen
t yea
rs, d
efin
ition
s ha
ve b
ecom
e m
ore
attu
ned
to th
e lif
e si
tuat
ion.
For
exa
mpl
e, fr
om th
e ed
ucat
iona
lpo
int o
f
view
, the
blin
d ch
ildis
now
con
side
red
to b
e th
e ch
ild w
ho
lear
ns e
duca
tiona
lly th
roug
h br
aille
and
rel
ated
med
ia w
ith li
ttle
or n
o re
sidu
al v
isio
n em
ploy
ed. T
he p
artia
llysi
ghte
d ch
ild is
felt
to h
ave
usef
ul v
isio
n fo
r ed
ucat
iona
l pur
pose
s, b
ut is
limite
d to
the
exte
nt th
at s
ome
spec
ial e
duca
tiona
l pro
visi
ons
are
nece
ssar
y.
Tec
hnic
ally
spe
akin
g, th
e de
gree
of v
isua
l effi
cien
cy c
anno
t
alw
ays
beac
cura
tely
dete
rmin
ed.
Med
ical
exam
inat
ions
can
dete
rmin
e tis
sue
and
stru
ctur
ede
ficie
ncie
s on
ly a
nd,
inth
is
sens
e, p
rovi
de th
e m
ost l
imite
d an
d co
nditi
onal
mea
sure
men
t.
Whe
n a
child
reac
hes
ace
rtai
nab
ility
leve
lan
d ca
n m
ake
appr
opria
te r
espo
nses
, tes
ts o
f vis
ual a
cuity
can
be
mad
e an
d th
e
resu
lts d
escr
ibed
num
eric
ally
bot
h in
term
s of
nea
r an
d di
stan
t
visi
on. O
ne m
ay s
till n
ot k
now
, how
ever
, the
chi
ld's
true
vis
ual
acui
ty o
r th
e vi
suai
func
tioni
ng le
vels
whi
ch h
e m
ay b
e ca
pabl
e
of a
ttain
ing.
The
eva
luat
ion
of v
isua
l beh
avio
ris
stro
ngly
affe
cted
by
fact
ors
such
as
the
child
's a
bilit
y to
sit
still
, to
atte
nd, t
o fo
llow
dire
ctio
ns,
toun
ders
tand
and
tous
ew
ords
. An
inac
cura
te
mea
sure
may
res
ult f
rom
failu
re to
reco
gniz
e th
e am
ount
of
visi
on in
eac
h ey
e as
wel
l as
the
abili
ty o
f the
chi
ld to
fuse
the
imag
es r
ecei
ved
by th
e tw
o ey
es. A
n in
corr
ect m
easu
rem
ent m
ay
also
res
ult f
rom
per
iphe
ral e
lem
ents
suc
h as
the
pres
ence
of a
stra
nger
or
the
unfa
mili
arity
of th
e ro
om w
here
the
youn
g
child
's v
isio
n te
st is
bei
ng c
ondu
cted
.
Obt
aini
ng a
cor
rect
test
resu
ltis
not t
he o
nly
diffi
culty
invo
lved
. Eve
n w
hen
acui
ty m
easu
res
can
be a
ccur
atel
y ob
tain
ed,
the
who
le s
tory
of a
chi
ld's
sig
hted
ness
may
not
be
know
n.F
or
exam
ple,
child
ren
with
iden
tical
acui
tyre
adin
gsw
illha
ve
cons
ider
able
var
ianc
e in
act
ual v
isua
l fun
ctio
ning
. Sev
eral
fact
ors
expl
ain
this
. One
, at l
east
som
e de
gree
of i
ncre
ase
in e
ffect
ive
use
of r
esid
ual v
isio
n ca
n be
taug
ht. A
gain
, ade
quat
e m
otiv
atio
n
to s
eeas
muc
h as
pos
sibl
e ca
n be
enc
oura
ged
and
deve
lope
d.
Ofte
n,as
dat
a fr
om c
urre
nt e
duca
tiona
l pro
gram
sfo
r ol
der
visu
ally
impa
ired
child
red
indi
cate
, the
re a
re le
gally
blin
d ch
ildre
n
capa
ble
of r
eadi
ng p
rint o
f var
ious
siz
es. F
inal
ly, t
he in
divi
dual
child
's fu
nctio
ning
is b
eing
sys
tem
atic
ally
affe
cted
by
incr
ease
d
atte
mpt
s to
pla
ce c
hild
ren
in e
duca
tiona
l pro
gram
sap
prop
riate
to
thei
r ne
eds
(i.e.
the
right
pro
gram
for
the
child
who
has
mor
e 11
7,71
,7A
11.,,
Vv
kyrz
,e-7
,arr
ya tr
runc
znilc
re,
than
one
impa
irmen
t). T
he o
bvio
usly
uns
atis
fact
ory
met
hod
of
plac
emen
t bas
ed o
n vi
sual
acui
ty fi
ndin
gs o
nly
is fo
rtun
atel
y
beco
min
g le
ss c
omm
on.
One
freq
uent
and
unf
ortu
nate
pro
blem
in th
e di
agno
sis
of
visu
alim
pairm
ent
isa
too
early
pro
noun
cem
ent r
egar
ding
a
child
'sab
ility
tose
e.T
he m
othe
r w
ho is
told
her
chi
ldis
"blin
d"to
term
whi
chfo
rle
gal
orpr
actic
alre
ason
sis
,
regr
etta
bly,
ofte
n us
ed w
hen
the
child
pos
sess
es a
sub
stan
tial
amou
nt o
f vis
ion)
may
ver
y w
ell n
ot r
ealiz
e th
ose
obje
cts
the
child
cou
ld s
ee a
nd s
houl
d be
enc
oura
ged
to lo
ok a
t vis
ually
.
Rel
ativ
ely
few
chi
ldre
n ha
ve to
tal
blin
dnes
s, th
atis
,th
e
abso
lute
inab
ility
vis
ually
to d
istin
guis
h da
y fr
om n
ight
. Tho
se
with
eve
n th
e sl
ight
est v
isio
n ca
n be
hel
ped
to d
evel
op th
at
degr
ee th
roug
h us
e an
d in
that
way
can
lear
n to
use
wha
t vis
ion
they
pos
sess
with
incr
easi
ngef
fect
iven
ess.
Ifsu
ch y
oung
ster
s
rece
ive
no v
isua
l stim
ulat
ion
and
fail
to b
e he
lped
in p
uttin
g to
use
wha
t vis
ion
they
hav
e, th
eir
visu
al a
bilit
y w
ill d
eter
iora
te.
A g
row
ing
body
ofda
taon
the
prob
lem
sof
visu
al
perc
eptio
nin
chi
ldre
n al
read
y cl
early
indi
cate
s th
e ne
cess
ity fo
r
care
base
dcn
each
child
'sin
divi
dual
need
s.F
orex
ampl
e,
12
child
ren
with
suc
h pr
oble
ms
may
exp
erie
nce
subt
le k
inds
of
lear
ning
diffi
culti
es.
The
ym
ayev
iden
cepo
orey
e-ha
nd
coor
dina
tion,
low
abi
lity
to p
ick
out a
nd o
rgan
ize
deta
ils, w
eak
figur
e-gr
ound
disc
rimin
atio
n, a
nd fa
ulty
vis
ual t
arge
t-fo
llow
ing.
The
maj
or n
eed
of th
ese
child
ren
is e
duca
tion
for
effe
ctiv
evi
sual
use.
With
this
educ
atio
n, th
ey w
illm
inim
ize
thei
r fu
nctio
nal
defe
cts
wha
teve
r th
e ca
use.
Man
y of
the
help
s es
sent
ial t
oth
e
child
with
littl
e or
no
visi
on w
ill n
ot b
e ne
cess
ary
for
the
child
who
se p
robl
ems
are
perc
eptu
al.
Vis
ion
whi
ch h
e po
sses
ses,
if
prop
erly
trai
ned,
perm
its h
im to
obse
rve
gros
sm
ovem
ents
,
post
ures
, and
faci
al e
xpre
ssio
ns, a
s w
ell a
s to
disc
ern
suffi
cien
tly
dist
inct
size
s,sh
apes
and
colo
rs.
The
con
tent
,qu
ality
and
accu
racy
of t
he v
isua
l inf
orm
atio
n ga
ined
by
agi
ven
child
can
,
ofco
urse
,be
dete
rmin
edon
lyby
lear
ning
from
the
child
him
self,
as
he fu
nctio
ns in
eac
h ne
w e
xper
ienc
e. If
que
stio
ning
or o
bser
ving
rev
eals
the
need
for
mor
e re
fined
help
s, th
ese
can
usua
lly b
e pr
ovid
ed fo
r th
e yo
unge
r ch
ild. S
uch
help
will
bes
t be
gain
ed fr
om th
e av
aila
ble
liter
atur
e on
the
visu
ally
per
cept
ually
impa
ired
child
or fr
omag
enci
esde
alin
gdi
rect
lyw
ithth
is
conc
ern. In s
umm
ary,
a fo
rmal
med
ical
def
initi
on is
nei
ther
the
only
nor
the
final
crite
rion
for
dete
rmin
ing
the
child
'svi
sual
impa
irmen
t. In
add
ition
to th
e m
edic
al c
onsi
dera
tion,
the
child
mus
t be
thou
ght o
f in
term
s of
his
deg
ree
of fu
nctio
nal
visi
on.
Effe
ctiv
eed
ucat
iona
lpr
ogra
ms
are
expa
ndin
gth
ese
visu
al
ayw
orlo
ban.
...
func
tioni
ngle
vels
. The
res
ults
of s
uch
prog
ram
s po
int t
o th
e
need
for
furt
her
effo
rts
in th
at d
irect
ion
and
refu
te th
e pr
actic
e
of c
lass
ifyin
g ch
ildre
n si
mpl
y on
the
basi
s of
a m
edic
al d
iagn
osis
and/
orvi
sual
acui
tyfin
ding
.V
isua
llyim
paire
dch
ildre
nar
e
norm
ally
con
side
red
to b
e th
ose
who
sho
w b
y th
eir
actio
ns a
nd
gene
ral
func
tioni
ng th
at th
ey le
arn
mor
e ef
ficie
ntly
by
way
s
othe
rth
anvi
sual
or w
ho m
ust
impl
emen
t, su
pple
men
t, or
subs
titut
e fo
r th
eir
visu
al le
arni
ng th
roug
h to
uchi
ng a
ndlis
teni
ng.
Invi
ewof
the
fore
goin
gco
nsid
erat
ions
,th
isst
udy
is
conc
erne
d w
ith th
e ne
ed fo
r sp
ecia
l hel
ps d
urin
gea
rly c
hild
hood
for
two
basi
c gr
oups
:1.
chi
ldre
n w
ith n
o vi
sion
;2.
chi
ldre
n
with
rel
ativ
ely
little
vis
ion
(tho
se w
ho s
ee li
ght o
rla
rge
obje
cts
at s
hort
dis
tanc
es, o
r sm
all o
bjec
tshe
ld c
lose
to th
e ey
es)
but
who
se v
isio
nca
n be
use
d an
d ca
n pr
obab
lybe
edu
cate
d to
incr
ease
d fu
nctio
nal e
ffect
iven
ess.
13
,..4.
.7.7
7F7r
,',7,
71.r
.vc,
fons
wpr
xmrg
yvyx
,rIT
77.7
737r
Ern
,MZ
-77"
,-N
E4
CH
AP
TE
R II
CH
ILD
GR
OW
TH
: A C
OM
PA
RIS
ON
Am
ong
the
char
acte
ristic
s ty
pica
l of a
ll ch
ildre
n fr
om b
irth
are
need
s, fe
elin
gs a
nd p
oten
tials
for
grow
th. A
ll yo
ungs
ters
need
:
to b
e lo
ved
and
to r
etur
n lo
ve; t
o be
abl
e to
trus
t bot
h pe
ople
and
thin
gs w
hich
hav
e m
eani
ng to
them
; to
deve
lop
incr
easi
ng
trus
t in
them
selv
es; t
o be
car
ed fo
r an
d to
car
e. T
hey
mus
t be
able
to m
ove
abou
t fre
ely
and
exer
cise
thei
r bo
dies
in o
rder
to
atta
in th
e be
st h
ealth
pos
sibl
e. T
hey
mus
t lea
rn in
all
kind
s of
way
s: th
roug
h th
eir
sens
es, t
hrou
gh p
lay,
thro
ugh
wor
k, th
roug
h
expl
orat
ion,
thro
ugh
tria
l and
err
or, a
nd th
roug
h be
ing
taug
ht.
The
y ha
ve to
feel
acc
ompl
ishm
ent;
they
mus
t fee
l res
pons
ible
;
they
mus
t gro
w,
lear
n an
d de
velo
p w
ithin
goo
d co
mm
onse
nse
limits
; the
y ha
ve to
dev
elop
afir
m, h
appy
, sel
f-re
spec
t.A
ll
child
ren
are
open
to d
evel
opm
ent p
hysi
cally
, em
otio
nally
, soc
ially
and
inte
llect
ually
.
Eve
ry e
xper
ienc
e w
hich
a c
hild
has
affe
cts
him
. Eac
h ca
n
help
him
ret
ain
mor
e fir
mly
wha
t has
bee
n le
arne
d be
fore
, can
open
new
doo
rs, c
an e
ncou
rage
him
and
can
aid
him
to b
ecom
e
each
day
a m
ore
happ
y, fu
lly a
live
bein
g. In
eve
ry w
ay, c
hild
ren
mus
t be
allo
wed
and
hel
ped
toliv
eas
rec
eptiv
e,re
spon
sive
,
war
m a
nd in
crea
sing
ly s
elf-
suffi
cien
t per
sons
.
The
Vis
ually
Impa
ired
Chi
ld
Chi
ldre
nre
ferr
edto
byte
rms
"vis
ually
hand
icap
ped,
"
"vis
ually
impa
ired,
" "b
lind,
" or
"pa
rtia
lly s
ight
ed,"
will
ran
ge
from
thos
e w
ho d
o no
t see
at a
ll to
thos
e w
ho m
ay s
ee r
athe
r
wel
l but
who
are
con
fuse
d by
wha
t the
y se
e be
caus
e of
chan
ges
ordi
stor
tions
brou
ght
abou
tby
thei
rvi
sual
mec
hani
sms.
Reg
ardl
ess
of h
ow a
chi
ld s
ees,
how
ever
, he
is m
uch
like
othe
r
child
ren
in te
rms
of b
asic
nee
ds a
nd fe
elin
gs a
nd in
gen
eral
resp
onse
s to
gro
wth
pro
cess
es.
Mor
eove
r, h
e is
not
onl
y a
child
but a
n in
divi
dual
chi
ld.
His
vis
ual i
mpa
irmen
t is
one
addi
tiona
l
diffe
renc
e, o
ne fu
rthe
r di
stin
guis
hing
feat
ure
that
mak
es h
im
him
self.
A c
omm
ent i
s ap
prop
riate
at t
his
poin
t reg
ardi
ng u
seof
the
term
s "im
pairm
ent"
and
"ha
ndic
ap."
Itis
now
gen
eral
ly
acce
pted
that
the
form
er r
efer
s to
the
phys
ical
fact
of
diffe
renc
e,
of li
mita
tion,
the
latte
r re
flect
s th
e ps
ycho
logi
cal
ram
ifica
tions
of
impa
irmen
t, w
hich
are
lear
ned
from
oth
ers
and
are
not
inhe
rent
in th
e im
pairm
ent.
Cer
tain
ly, c
hild
ren
who
do
not s
ee, o
r w
ho s
ee p
artia
lly,
have
a d
iffer
ent v
iew
of t
heir
envi
ronm
ent f
rom
thos
e w
ho a
re
visu
ally
orie
nted
and
who
see
wel
l by
usua
l sta
ndar
ds.
Boy
s an
d gi
rls w
ho a
re v
isua
lly im
paire
d:
1. M
ust b
e sy
stem
atic
ally
intr
oduc
ed to
thei
r w
orld
the
peop
le
and
thin
gs a
roun
d th
em, e
ven
to th
emse
lves
. Thi
ngs
lear
ned 15
rela
tivel
y ca
sual
ly th
roug
h vi
sual
mea
ns m
ust
be c
onsc
ious
ly
taug
ht w
hen
visi
on is
lim
ited.
2. M
ust h
ave
oppo
rtun
ity to
kno
w,
unde
rsta
nd, a
nd d
evel
op
thei
r bo
dies
thro
ugh
phys
ical
mov
emen
t and
exer
cise
.
3. M
ust b
e en
cour
aged
to u
se w
hate
ver
visi
on th
ey h
ave.
4. M
ust g
et id
eas
abou
t oth
er p
eopl
e,ho
w th
ey a
re r
eact
ing,
how
they
are
feel
ing
and
wha
t the
y ar
edo
ing
thro
ugh
thei
r
voic
es, r
athe
r th
an fr
om fa
cial
exp
ress
ions
,ge
stur
es o
r fr
om
eye-
to-e
ye c
onta
ct.
5. M
ust d
evel
op a
n un
ders
tand
ing
that
ther
e ar
e ce
rtai
n th
ings
that
may
not
be
touc
hed
(clo
uds,
snow
flake
s, fi
re).
6. M
ust b
e w
ith o
ther
peo
ple
ofte
n(a
dults
as
wel
l as
child
ren)
to k
now
them
and
be
know
n by
them
and
in o
rder
to
expa
nd th
eir
expe
rienc
es a
nd th
eir
pers
onal
/soc
ial s
elve
s.
7. M
ust l
earn
at a
ppro
pria
te ti
mes
in th
eir
deve
lopm
ent t
o do
thin
gs fo
r th
emse
lves
, jus
t as
all
child
ren
mus
t lea
rn th
ese
thin
gs.
8. M
ust b
e ta
ught
thro
ugh
the
grow
ing,
exp
ress
ed u
nder
stan
ding
of th
ose
arou
nd th
em th
at th
ey a
rele
arni
ng to
kno
w th
e
wor
ld c
orre
ctly
des
pite
thei
r vi
sual
impa
irmen
ts.
Que
stio
ns w
ill a
rise
as th
e vi
sual
lyim
paire
d ch
ild g
row
s an
d
deve
lops
.T
hose
who
live
arou
ndhi
mw
illgr
owin
thei
r
unde
rsta
ndin
g of
him
, but
con
fusi
ons
may
also
abo
und.
Par
ents
shou
ld r
ealiz
e th
at th
ey h
ave
a w
ealth
of in
form
atio
n ab
out t
heir
child
from
thei
r ex
perie
nces
toge
ther
.E
spec
ially
val
uabl
eis
a
16
reco
rd o
f thi
ngs
done
and
lear
ned
by th
e yo
ungs
ter
(dat
es b
y
whi
ch h
e le
arne
d to
do
som
ethi
ng o
nhi
s ow
n, o
r on
whi
ch h
e
first
did
or
said
a c
erta
in th
ing)
and
are
cord
of q
uest
ions
abo
ut
his
beha
vior
. Thi
s w
ill b
e of
val
uew
hen
pare
nts
talk
with
oth
ers
abou
t the
ir ch
ild, a
ndit
will
aid
them
in fo
llow
ing
the
child
's
acco
mpl
ishm
ents
as
wel
l as
the
area
s in
whi
ch h
e ne
eds
spec
ific
help
s.
Par
ents
and
oth
ers
wor
king
with
the
child
mus
t dev
elop
the
abili
ties:
to o
bser
ve th
e ch
ild, t
ore
cogn
ize
how
he
lear
ns, t
o
eval
uate
how
and
wha
t he
sees
, to
note
wha
t he
does
wel
l, an
d
to d
isco
ver
whe
re h
e ne
eds
spec
ial a
id. T
he g
row
ing
know
ledg
e
and
unde
rsta
ndin
g of
the
child
shou
ld b
e co
mbi
ned
with
an
enric
hed
know
ledg
e of
tech
nica
l and
othe
r av
aila
ble
aids
. The
re
shou
ld b
e co
nsul
tatio
n be
twee
n pa
rent
san
d pr
ofes
sion
al p
erso
ns
whe
neve
r po
ssib
le. P
aren
ts s
harin
gw
ith p
aren
ts o
f oth
er v
isua
lly
impa
ired
child
ren
(not
sol
ely
on th
eba
sis
of im
apirm
ent,
but o
n
the
basi
s of
thei
r lik
e ne
eds)
can
atta
in r
esul
ts b
oth
enco
urag
ing
and
frui
tful.
Per
iodi
c ge
nera
lm
edic
al c
heck
-ups
are
a m
ust,
alon
g
with
reg
ular
, tho
roug
h op
htha
lmol
ogic
alat
tent
ion
as r
equi
red
for
the
chiid
's p
artic
ular
eye
con
ditio
n.
The
Ear
ly C
hild
hood
Yea
rs
The
ear
ly c
hild
hood
yea
rs h
ave
alw
ays
been
rec
ogni
zed
as
impo
rtan
t yea
rs, b
ut r
ecen
tly th
isim
port
ance
has
bee
n gr
eatly
emph
asiz
ed. M
uch
is b
eing
writ
ten
now
abo
ut in
telli
genc
e, h
ow
child
ren
lear
n, a
nd th
e im
pact
of t
he e
mot
iona
l clim
ate
espe
cial
ly
whe
re th
e in
fant
is c
once
rned
. Int
ellig
ence
is n
ot s
impl
y in
herit
ed,
but
isde
velo
ped
thro
ugh
the
child
'sliv
ing
with
inhi
s
envi
ronm
ent.
Itis
ext
rem
ely
nece
ssar
y fo
r hi
m to
be
love
d in
a
cons
truc
tive
way
, fro
m th
e tim
e of
birt
h on
, and
to le
arn
to
retu
rnlo
ve.
Itis
vita
l tha
t he
be g
iven
gui
danc
e an
d di
scip
line
whi
ch a
llow
s hi
m ju
st e
noug
h ch
oice
, but
doe
s no
t lea
ve h
im o
n
his
own
whe
n he
isno
t rea
dy fo
r th
is. H
e m
ust h
ave
man
y
oppo
rtun
ities
to m
ove
arou
nd a
nd e
xerc
ise
and
to u
se a
ll of
his
"wor
king
" se
nses
in g
ettin
g to
kno
w h
is w
orld
. The
re a
re c
erta
in
sequ
ence
s of
ilea
rnin
g th
roug
h in
fanc
y an
d ch
ildho
od w
hich
,if
follo
wed
, ena
ble
a ch
ild to
lear
n m
uch
mor
e th
an h
e w
ould
othe
rwis
ele
a,rn
.It
is b
eing
dis
cove
red
that
ther
e se
ems
to b
e
cert
ain
"bes
t" ti
mes
for
child
ren
to le
arn
cert
ain
thin
gs fa
ster
and
mor
e ea
sily
. Mos
t im
port
ant,
how
ever
, is
the
real
izat
ion
that
how
a c
hild
is r
ecei
ved,
acc
epte
d, s
timul
ated
, and
app
reci
ated
in
his
hom
e an
d ho
w h
e le
arns
to fe
el a
bout
him
self
have
gre
at
influ
ence
on
how
he
lives
and
gro
ws
into
adu
lthoo
d.
Gen
eral
lysp
eaki
ng,
asa
child
bec
omes
old
er th
ere
are
cert
ain
activ
ities
he
can
be e
xpec
ted
to d
o be
st in
term
s of
his
mus
cle
and
bone
dev
elop
men
t, hi
s ne
urol
ogic
al m
atur
atio
n, h
is
expe
rienc
e, a
nd h
is e
mot
iona
l and
inte
llect
ual g
row
th. N
o lo
nger
isit
thou
ght t
hat a
chi
ldle
ft to
him
self
will
dev
elop
to h
is
high
est p
oten
tial.
For
the
mos
t par
t, th
e m
ore
he le
arns
the
mor
e he
is r
eady
to le
arn
and
the
mor
e he
ope
ns h
imse
lf to
furt
her
lear
ning
and
dev
elop
men
t. C
hild
ren,
from
infa
ncy,
mus
t
be e
ncou
rage
d to
hear
,sm
ell,
tast
e,fe
el,
see
and
use
thei
r
mus
cles
in o
rder
for
them
to b
ecom
e in
crea
sing
ly c
apab
le in
all
of th
ese
area
s. T
hey
mus
t mov
e ab
out,
be w
ith p
eopl
e an
d le
arn
to d
o th
ings
, all
of w
hich
ca!
! for
muc
h m
ore
show
ing
how
on
the
pare
nt's
par
t whe
n th
e ch
ild is
vis
ually
impa
ired
than
if h
e is
not.
Tal
king
with
chi
ldre
n so
they
lear
n th
at w
ords
mak
e se
nse,
that
wor
ds c
ause
and
des
crib
e ac
tions
and
rea
ctio
ns a
nd th
at
wor
ds h
elp
them
kno
w th
emse
lves
and
oth
er p
eopl
e is
now
felt
to b
e on
e of
the
mos
t im
port
ant w
ays
of e
nabl
ing
ach
ild to
lear
n an
d to
bec
ome
open
to le
arni
ng m
ore.
.As
was
prev
ious
lyno
ted,
mos
t per
sons
toda
y w
ho a
re
know
ledg
eabl
eab
out c
hi'd
dev
elop
men
t fee
lth
at th
ere
isa
cert
ain
orde
r to
how
chi
ldre
ngr
ow a
ndle
arn
emot
iona
lly,
phys
ical
ly, i
ntel
lect
ually
and
soc
ially
. Thi
s or
der
is a
ffect
ed b
y
the
pers
ons
arou
nd th
em, t
he r
est o
f the
ir en
viro
nmen
t and
the
biol
ogic
al "
selv
es"
with
whi
ch th
e yo
ungs
ters
are
bor
n. In
any
one
child
, the
re c
an b
e fa
ster
grow
th in
one
par
t of h
is b
eing
than
inan
othe
r.W
ithin
the
gene
ral
grow
than
dle
arni
ng
sequ
ence
, eac
h ch
ild is
eno
ugh
diffe
rent
at a
giv
en c
hron
olog
ical
poin
tto
mak
e co
mpa
ring
child
ren
by a
ge n
otus
eful
, eve
n
mis
lead
ing.
Equ
ally
impo
rtan
t with
how
qui
ckly
a c
hild
gro
ws,
mat
ures
, and
dev
elop
s is
how
he
cont
inue
s to
feel
abo
ut h
imse
lf
and
his
wor
th a
s a
pers
on. E
spec
ially
mus
t it b
ere
mem
bere
d
17
that
how
chi
ldre
n fe
el a
bout
them
selv
es m
ost o
ften
resu
lts fr
om
how
they
thin
k th
ose
who
are
clo
se to
them
feel
abo
ut th
em.
Thi
s m
akes
it im
pera
tive
that
a c
hild
be
know
n in
the
fulln
ess
of
his
pers
on r
athe
r th
an s
impl
y as
a c
hild
who
is v
isua
lly im
paire
d.
How
Chi
ldre
n Le
arn
The
prin
cipl
es w
hich
follo
w a
fford
a fr
ame
of r
efer
ence
whi
ch o
rgan
izes
the
basi
c le
arni
ng a
nd d
evel
opm
enta
l pro
cess
es.
The
prin
cipl
es a
re n
ot in
ord
er, n
eces
saril
y, e
ither
as
they
occ
ur
in ti
me
or r
egar
ding
impo
rtan
ce. F
or th
e m
ost p
art t
hey
are
so
inte
rrel
ated
that
abs
olut
e se
para
tion
into
adi
stin
ct s
eque
nce
wou
ld b
e im
poss
ible
. Som
e of
the
exam
ples
giv
en, o
r sp
eciff
c:
prin
cipl
es, c
ould
ser
ve a
s ill
ustr
atio
ns fo
r ot
her
prin
cipl
es. W
ith
thes
e th
ough
ts in
min
d, th
is o
ver-
view
of t
he w
ays
in w
hich
lear
ning
and
dev
elop
men
t tak
e pl
ace
is to
be
cons
ider
ed.
In g
ener
al, a
chi
ld le
arns
and
dev
elop
s:F
rom
mor
e bo
dy, i
nvol
vem
ent T
o le
ss b
ody
invo
lvem
ent
Exa
mpl
e: T
he c
hild
beg
ins
first
to r
each
for
an o
bjec
t with
his
who
le b
ody.
As
he p
rogr
esse
s, h
e be
com
es c
apab
le o
fre
achi
ng b
y us
e of
the
arm
and
han
d on
ly. T
he r
est
of th
e bo
dy b
ecom
es in
crea
sing
lyus
ed v
olun
taril
yon
ly a
sit
isne
cess
ary
to a
ccom
plis
h th
e pa
rtic
ular
reac
hing
pro
blem
.
Fro
m la
rge
mus
cle
usag
eTo
smal
l mus
cle
usag
e
Exa
mpl
e: T
he c
hild
lear
ning
to u
ndre
ss h
imse
lf us
ually
is a
ble
to ta
ke o
ff hi
s sh
irt o
r ha
t bef
ore
he is
abl
e to
und
oa
butto
n.
'18
Fro
m th
e fa
mili
arT
o th
e un
fam
iliar
Exa
mpl
e: T
he c
hild
who
has
lear
ned
to k
now
one
dog
will
be
mor
e re
cept
ive
to o
ther
dog
s in
oth
er s
ettin
gs.
Fro
m s
impl
e ta
sksT
o ha
rder
task
s
Exa
mpl
e: T
he c
hild
lear
nsfir
stto
put
one
box
insi
de th
ese
cond
; he
then
can
"ne
st"
thre
e, fo
ur, e
tc.
Fro
m im
med
iate
con
cern
sTo
rem
ote
conc
erns
Exa
mpl
e: T
he c
hild
beg
ins
first
to u
nder
stan
d ho
w to
wai
t "ju
sta
mom
ent"
bef
ore
his
wal
k. H
e th
en le
arns
to w
ait
for
incr
easi
ngly
long
er p
erio
ds o
f tim
e. A
fter
suffi
cien
tex
perie
nce
of th
iski
nd,
he fi
nally
kno
ws
wha
t is
mea
nt w
hen
he is
told
in th
e m
orni
ng th
at th
e w
alk
will
take
pla
ce "
afte
r yo
ur n
ap."
Fro
m s
hort
atte
ntio
n sp
an--
To
incr
ease
d at
tent
ion
span
Fro
m o
ne c
once
rnT
o se
vera
l con
cern
s
Exa
mpl
e: T
he c
hild
lear
ns fi
rst t
o do
sim
ple
thin
gs w
hich
his
mot
her
asks
him
to d
o. W
ith p
ract
ice,
and
ove
r a
perio
dof
time,
hele
arns
tofo
llow
ase
ries
ofdi
rect
ions
(i.e.
,"P
leas
e pu
t aw
ay y
our
wag
on, t
hen
was
h yo
ur h
ands
and
sit
dow
n at
the
tabl
e.")
Sin
cehe
now
kno
ws
how
to d
o m
ore
thin
gs a
nd to
see
are
latio
nshi
pbe
twee
non
est
ep a
nd a
noth
er, h
eis
capa
ble
of m
ore
conc
entr
ated
atte
ntio
n fo
r a
long
erpe
riod
of ti
me.
Fro
m th
inki
ng o
fhi
mse
lf,as
the
cent
er o
f his
wor
ldT
oth
inki
ng o
f oth
ers
Exa
mpl
e: T
he in
fant
and
you
ng c
hild
are
very
bus
y le
arni
ngab
out t
hem
selv
es,
thei
rfe
elin
gs, h
ow to
use
thei
rbo
dies
and
how
to g
et th
e at
tent
ion
and
help
of
othe
rs.
As
the
child
mat
ures
,hi
sin
crea
sed
self
awar
enes
s an
din
tens
ified
expe
rienc
e en
able
him
toun
ders
tand
bette
r th
e po
int o
f vie
w,
inte
rest
s an
dfe
elin
gs o
f oth
ers.
Fro
m th
ings
"liv
ed"T
o th
ings
"th
ough
t"
Exa
mpl
e: T
he c
hild
's w
orld
is a
t firs
t a v
ery
conc
rete
one
, mad
eup
of t
hing
s he
can
see
, fee
l,sm
ell,
hear
and
do.
His
reac
tions
and
actio
nsin
his
wor
ldar
eeq
ually
conc
rete
. As
he m
atur
es, h
e le
arns
to s
peak
, to
use
wor
ds w
hich
help
him
thin
k an
d ex
pres
sab
stra
ctid
eas.
As
his
lang
uage
pow
er d
evel
ops,
his
thou
ghts
take
on
dept
h an
d br
eadt
h an
d pl
ay a
n ev
er e
nlar
ging
role
in h
is in
tera
ctio
ns w
ith h
is w
ord.
Fro
m u
sing
wor
ds a
s la
bels
To
usin
g w
ords
as
orga
nize
rsan
den
able
rs o
f tho
ught
Exa
mpl
e: T
hech
ild's
first
wor
dsm
erel
y na
me
thin
gsan
dpe
rson
s. A
s hi
s us
e of
lang
uage
dev
elop
s, h
e le
arns
that
Mot
her
and
Dad
dy a
nd J
imm
y ar
e al
l peo
ple
and
that
cha
ir an
d be
d an
d ta
ble
are
all f
urni
ture
.H
e th
usbe
gins
to o
rgan
ize
the
wor
ld a
roun
d hi
m in
to v
erba
lca
tego
ries
whi
ch h
e re
tain
s in
his
min
d an
d us
es to
talk
abo
ut h
is w
orld
with
oth
ers.
Fro
m o
ne-w
ord
sent
ence
sTo
expr
esse
d th
ough
ts,
idea
s
Exa
mpl
e:C
hild
ren
begi
nby
usi
nga
wor
d su
chas
ball
toex
pres
s m
any
thin
gs: a
req
uest
tofin
dit,
a w
ish
topl
ay, a
liki
ng fo
rit.
As
thei
r vo
cabu
lary
gro
ws
and
wor
ds b
ecom
e m
ore
mea
ning
ful t
o th
em th
ey e
xpre
ssde
eper
and
bro
ader
thou
ghts
and
incr
ease
thei
rab
ility
to th
ink.
Fro
m d
oing
To
sens
ingT
o sy
mbo
lizin
g
Exa
mpl
e: T
he v
ery
youn
g ch
ild D
OE
S e
very
thin
g. H
ele
arns
,th
inks
, and
exp
erie
nces
his
wor
ld b
y pa
rtic
ipat
ing
in it
with
his
who
le b
ody
or it
s m
ajor
par
ts. F
or in
stan
ce,
at fi
rst h
e is
sho
wn
how
to p
lay
ball
byha
ving
the
ball
put i
nto
his
hand
s an
d be
ing
help
ed to
mov
e it.
As
he b
ecom
es m
ore
mat
ure
he in
crea
sing
ly o
bser
ves
and
reac
tsw
ithhi
sse
nses
and
thro
ugh
the
mus
cle-
and-
join
t "fe
el"
of w
hat h
e ex
perie
nces
. The
c h
i Id
now
beco
mes
inte
rest
edin
the
ball'
sch
arac
teris
tics
(for
m, c
olor
, fee
l)or
in o
bser
ving
and
in le
arni
ng h
ow to
pla
y w
ith it
him
self.
Stil
lla
ter,
the
wor
d "b
all"
used
in a
sen
tenc
e m
ayaw
aken
in h
im a
desi
re to
pla
y w
ith th
at to
y. H
e m
aybe
gin
to n
otic
eth
e ba
ll is
rou
nd a
nd th
at o
ther
thin
gsin
the
wor
ldar
e ro
und.
Eve
ntua
lly,
he b
egin
s to
und
erst
and
that
ther
e ar
e m
any
kind
s of
bal
ls. F
inal
ly, h
eis
beg
in-
ning
to th
ink
sym
bolic
ally
and
to u
se th
isan
d ot
her
wor
ds in
a s
ymbo
lic w
ay.
Fro
m fi
eld
depe
nden
ceT
o fie
ld in
depe
nden
ce
Exa
mpl
e:C
hild
ren
begi
n by
bei
ng in
volv
ed o
nly
with
thin
gsim
med
iate
ly a
roun
d th
em o
r im
med
iate
ly a
ppar
ent.
The
yar
eno
tab
leto
thin
kah
ead
tow
ait
for
som
ethi
ng to
hap
pen
or to
vis
ualiz
e an
obj
ect w
hich
is n
ot b
efor
e th
em. A
s th
ey d
evel
op, t
hey
beco
me
mor
e ca
pabl
e of
thin
king
abo
utth
ings
whi
ch a
re n
otin
the
imm
edia
te e
nviro
nmen
t. P
lans
can
be
mad
efo
ra
day
ahea
d, a
toy
can
be c
hose
n ev
en th
ough
itis
out o
f sig
ht, o
r th
ough
ts c
an fo
cus
on a
subj
ect f
arre
mov
ed fr
om tn
e pr
esen
t mom
ent.
Fro
m a
naly
sisT
o sy
nthe
sis
Exa
mpl
e:It
is m
uch
easi
er fo
r th
e ch
ild a
t firs
t to
take
apa
rt a
toy
or to
figu
re o
ut th
e "w
hy"
of a
nex
perie
nce
than
itis
for
him
to p
ut "
piec
es"
toge
ther
.It
is a
mor
ead
vanc
ed s
tage
to r
ecog
nize
or
synt
hesi
ze th
e to
yfr
om it
s pi
eces
.It
isst
ill m
ore
adva
nced
to im
agin
eth
e co
nseq
uenc
es o
f an
expe
rienc
e ba
sed
on it
s ca
uses
.(i.
e., E
atin
g to
o m
uch
cand
y re
sults
in b
eing
sick
.)
Fro
m p
hysi
cally
taki
ng a
part
or
undo
ingT
oph
ysic
ally
put
ting
toge
ther
or
fast
enin
g
Exa
mpl
e:C
hild
ren
first
lear
n to
undo
the
door
latc
h.re
quire
d, th
ey le
arn
toth
e do
or.
Fro
m o
utlin
esT
o de
tails
take
off
sock
s or
hat
s, o
r to
Late
r,an
d w
ith m
ore
skill
put o
n a
garm
ent o
r to
fast
en
Exa
mpl
e: T
he c
hild
firs
t is
awar
e on
ly o
f the
mai
nfe
atur
es o
fan
obj
ect o
r an
idea
. He
may
notic
e th
at th
e ov
er-a
llsh
apes
of t
wo
obje
cts
may
mak
e bo
th o
f the
m"b
alls
"bu
t may
not
not
ice
that
they
are
of d
iffer
ent s
izes
.
19
Fro
m
He
may
hear
the
first
part
ofa
sent
ence
and
unde
rsta
nd it
, but
com
plet
ely
mis
s th
e si
gnifi
canc
e of
the
last
par
t. A
s he
mat
ures
and
lear
ns, h
e is
abl
e to
notic
ean
dre
act
tom
ore
than
one
deta
il.F
orin
stan
ce, h
e ca
n le
arn
to th
ink
of h
is b
all a
s ro
und,
mad
e of
rub
ber
and
big
whi
le a
noth
er w
ill b
e ro
und,
mad
e of
woo
d an
d sm
all.
iden
tifyi
ngT
o co
mpa
ring
Exa
mpl
e: A
s yo
ungs
ters
lear
n to
rec
ogni
ze th
e ov
eral
l obj
ect o
rgo
al a
nd th
e de
tails
that
mak
e it
up, t
hey
begi
n to
com
pare
one
obj
ect w
ith a
noth
er o
r on
e go
al w
ithan
othe
r. T
hey
can
see
diffe
renc
es a
nd li
kene
sses
and
late
r m
ake
choi
ces
to s
erve
a p
artic
ular
pur
pose
.
Fro
m r
ecog
nitio
n of
diff
eren
cesT
o re
cogn
ition
of l
iken
esse
s
Exa
mpl
e: T
he c
hild
lear
ns fi
rst t
o te
ll ho
w th
ings
are
diff
eren
t.F
or in
stan
ce, h
e no
tices
that
two
chai
rs a
re d
iffer
ent
beca
use
of th
eir
feel
, not
that
they
are
alik
e be
caus
eth
ey c
an b
e sa
t upo
n an
d ha
ve fo
ur le
gs a
nd a
bac
k.A
gain
, he
lear
ns to
cho
ose
one
obje
ct fr
om th
ree
that
is n
ot li
ke th
e ot
her
two,
bef
ore
he c
an c
hoos
e th
ose
two,
of t
he th
ree,
whi
ch a
re a
ctua
lly a
like.
Fro
m r
ecog
nizi
ngT
o re
prod
ucin
g
Exa
mpl
e:B
efor
e th
e ch
ild c
an m
ake
a lik
enes
s or
rep
rodu
ce a
give
n ob
ject
he
has
to h
ave
lear
ned
to k
now
its
mai
nfe
atur
es. H
e ca
nnot
be
expe
cted
to m
old
a cl
ay m
odel
of a
n ob
ject
or
to d
escr
ibe
itun
til h
e kn
ows
that
obje
ct fr
om h
is o
wn
expe
rienc
es.
s F
rom
rec
ogni
zing
opp
osite
sTo
dete
rmin
ing
vary
ing
kind
sof
rela
tions
hips
Exa
mpl
e: A
t firs
t chi
ldre
n th
ink
and
act
in te
rms
of "
eith
er...
or."
The
y un
ders
tand
the
wor
ds "
big"
and
"lit
tle"
but n
ot th
e fin
e de
gree
s in
bet
wee
n. A
s th
ey m
atur
eth
ey c
an g
rasp
sha
des
of m
eani
ng. T
hey
lear
n th
atsi
zeis
rela
tive
and
that
man
y tit
her
thin
gs,
too,
depe
nd fo
r th
eir
mea
ning
on
thr
thin
gs w
ith w
hich
they
are
bei
ng c
ompa
red.
20
Fro
m r
ando
m o
rder
ingT
o di
men
sion
ord
erin
gTo
seve
ral-
dim
ensi
on o
rder
ing
Exa
mpl
e: T
he c
hild
beg
ins
by s
impl
y br
ingi
ng o
bjec
ts to
geth
er.
Late
r, h
e le
arns
that
he
can
put t
hese
obj
ects
in o
rder
by s
ize
(big
to li
ttle)
.S
till
late
r, h
e le
arns
to p
ut in
orde
r by
mor
e th
an o
ne c
hara
cter
istic
(hei
ght a
ndro
ughn
ess)
. As
his
voca
bula
ry a
nd la
ngua
ge d
evel
op,
he le
arns
to o
rder
abs
trac
tly, a
s w
ell.
Fro
m c
ateg
oriz
ingT
o es
tabl
ishi
ng h
iera
rchi
es
Exa
mpl
e: T
he c
hild
lear
ns to
put
into
mea
ning
ful g
roup
s th
eob
ject
s ar
ound
him
. He
does
this
with
his
thou
ghts
,to
o. H
e le
arns
that
app
les
are
of d
iffer
ent k
inds
, but
all
are
calle
d ap
ples
. He
lear
ns th
at a
pple
s ar
e fr
uit
whi
ch c
an b
e ea
ten.
He
lear
ns th
at th
ere
are
man
yki
nds
of fr
uits
. Som
e m
an c
an e
at, s
ome
he c
anno
t.In
this
proc
ess
the
child
not
only
grou
pshi
skn
owle
dge
but l
earn
s to
ran
k ea
ch th
ing
he k
now
sac
cord
ing
to it
s re
lativ
e im
port
ance
.
Fro
m p
erce
ivin
g ob
ject
s, th
roug
h th
e se
nses
To
notin
g th
eir
useT
o na
min
g th
em a
nd th
eir
uses
Exa
mpl
e:In
lear
ning
abo
ut a
cup
, chi
ldre
n fir
st e
xper
ienc
e a
cup
as s
omet
hing
with
a h
andl
e, s
moo
th to
touc
h an
dof
a c
erta
in c
olor
and
siz
e. T
hey
then
are
aw
are
ofth
e us
es o
f the
cup
(to
drin
k fr
om a
nd p
our
from
).P
erha
ps m
uch
late
r, th
ey g
roup
cup
s w
ith o
ther
eat
ing
uten
sils
or
with
a "
plac
e se
tting
" or
as
a pl
astic
or
ace
ram
ic o
bjec
t.
Add
ition
al C
once
rns
The
follo
win
g po
ints
are
add
ed fo
r em
phas
is to
giv
e th
e
clea
rest
poss
ible
expl
anat
ion
ofho
wth
ech
ildle
arns
and
deve
lops
.U
nles
s in
dica
ted
diffe
rent
ly, t
he p
oint
s pe
rtai
n to
all
child
ren.
1. T
he w
ays
adul
ts fe
el a
bout
thei
r ch
ildre
n an
d th
e re
alis
m o
f
the
achi
evem
ent g
oals
whi
ch th
ey s
et u
p fo
r th
e ch
ildre
n ar
e
extr
emel
y im
port
ant.
The
ran
ge a
nd d
egre
e of
ach
ieve
men
t
of to
day'
s vi
sual
ly im
paire
d ad
ults
indi
cate
that
vis
ual l
oss
does
not
nec
essa
rily
set t
he li
mit
for
anin
divi
dual
'slif
e
goal
s. A
lthou
gh th
e vi
sual
impa
irmen
t may
at f
irst c
loud
the
pict
ure,
focu
sing
on
the
indi
vidu
aliti
es o
f the
child
will
enab
le p
aren
ts a
nd o
ther
s to
set
up
appr
opria
te e
xpec
tatio
ns
for
him
.
2. C
hild
ren
need
enc
oura
gem
ent a
ndin
crea
sing
chal
leng
e to
lear
n, b
ut th
ey m
ust n
ot b
e ov
erw
helm
ed.
3.It
isim
port
ant t
hat c
hild
ren
have
man
y op
port
uniti
es fo
r
hear
ing,
touc
hing
,se
eing
,sm
ellin
g,ta
stin
g,an
dfe
elin
g
thro
ugh
use
of th
eir
mus
cles
and
join
ts.
In th
is w
ay, t
hey
begi
n to
kno
w th
eir
wor
ld a
nd b
egin
to fe
el s
afe
in th
eir
expe
ctat
ions
of t
hat w
orld
. The
vis
ually
impa
ired
child
ofte
n
mus
t be
purp
osef
ully
hel
ped
to e
xper
ienc
e w
hat t
he s
ight
ed
child
atta
ins
casu
ally
.
4. P
lay
isa
valu
able
teac
her
ofch
ildre
n.T
hrou
ghpl
ay,
youn
gste
rsle
arn
totr
yne
wm
ater
ials
,to
crea
tean
d
cons
truc
t, to
pre
tend
, to
act o
ut s
ome
of th
e im
port
ant
thin
gs o
n th
eir
min
ds a
nd to
get
alo
ng w
ith o
ther
s.
5. C
hild
ren
first
are
inte
rest
ed in
the
thin
gs a
nd p
erso
ns c
lose
st
to th
em. S
low
ly th
eir
wor
lds
wid
en a
s th
ey g
row
old
er a
nd
they
bec
ome
incr
easi
ngly
cur
ious
abo
ut th
e w
orld
bey
ond
arm
's r
each
. With
vis
ually
impa
ired
child
ren
itis
esp
ecia
lly
nece
ssar
y to
sho
w th
em th
e w
orld
and
to e
ncou
rage
this
curio
sity
and
the
desi
re to
di.;
cova
r.
6. T
here
sho
uld
be m
any
oppo
rtun
ities
for
child
ren
to s
ee
adul
ts "
at w
ork"
doi
ng u
sefu
l hou
seho
ld ta
sks.
In th
is w
ay
youn
gste
rs b
egin
to le
arn,
res
pons
ibili
ty a
nd th
e re
aliti
es o
f
life.
Hop
eful
ly, t
hey
will
lear
n th
at w
ork
can
brin
g pl
easu
re
and
satis
fact
ion
and
that
it s
houl
d al
way
s be
wel
l-don
e. T
he
visu
ally
impa
ired
child
mus
t hav
ehi
s w
orld
del
iber
atel
y
show
n to
him
,si
nce
heis
unab
le to
obs
erve
muc
h of
it
with
out h
elp.
7.It
isim
port
ant t
hat c
hild
ren
not h
ave
too
man
y le
arni
ng
expe
rienc
es a
t one
tim
e. T
hey
need
opp
ortu
nitie
s to
rep
eat
wor
ds, a
ctio
ns a
nd a
ctiv
ities
unt
il th
ey fe
el c
omfo
rtab
le w
ith
them
.S
omet
imes
the
line
isex
ceed
ingl
y fin
e be
twee
n a
child
's b
eing
bus
y an
d en
cour
aged
to s
ucce
ed, a
nd h
is b
eing
driv
en b
y to
o m
uch
dem
and
and
help
.If
the
child
is
grow
ing
mor
e in
depe
nden
t and
is e
njoy
ing
life
gene
rally
and
ifth
ose
arou
ndhi
mar
eco
mfo
rtab
lean
dre
laxe
d,th
e
appr
oach
is p
roba
bly
a w
hole
som
e on
e.
8. E
ven
grea
ter
impo
rtan
ce is
bei
ng a
ttach
ed to
the
child
's u
se
of la
ngua
ge.
Itis
now
und
erst
ood
that
chi
ldre
n im
prov
e in
thei
r ab
ilitie
s to
org
aniz
e id
eas
and
to th
ink
thro
ugh
the
wor
dsth
eyus
e.V
ocab
ular
yan
dm
anne
r of
expr
essi
on
deve
lop
with
exp
erie
nce
and
use;
and
exp
erie
nce
and
use
of
wor
ds d
evel
op w
ith im
prov
ed a
nd b
road
ened
voc
abul
ary
and
man
ner
of e
xpre
ssio
n. T
he la
ngua
ge u
sed
with
the
child
cont
ribut
es to
this
pro
cess
. Par
ticul
arly
whe
n a
child
is v
isua
lly
impa
ired,
spe
cial
and
rep
etiti
ve e
ffort
s m
ust b
e m
ade
to h
ave 21
wor
ds m
ake
real
sen
se to
him
. A c
hild
for
exam
ple,
nee
ds to
know
abo
ut fi
re, b
ut n
ever
put
his
han
d to
it. H
e m
ust b
e he
lped
to e
xper
ienc
e di
ffere
nt a
spec
ts o
f fire
, lar
gely
by
the
wor
ds u
sed
to d
escr
ibe
fire.
Thi
s kn
owle
dge
is d
evel
oped
ove
r a
long
perio
dof
tim
e th
roug
h gr
aphi
c ve
rbal
inte
rpre
tatio
n ab
out
fire
and
invo
lvem
ent w
ith d
iffer
ent a
spec
ts o
f fire
. The
hea
t,
the
soun
d, th
e od
ors,
the
chan
ges
mad
e by
fire
all
influ
ence
the
unde
rsta
ndin
g of
wha
t fire
is.
In e
very
teac
hing
situ
atio
n
the
choi
ce o
f wor
ds s
houl
d be
suc
h th
at b
asic
mea
ning
s ar
e
atta
ined
and
the
youn
gste
r is
not c
onfu
sed.
Wel
l cho
sen
wor
ds a
re o
f val
ue to
all
child
ren.
For
chi
ldre
n w
ith v
isua
l
impa
irmen
ts,
wor
d ch
oice
ispa
rtic
ular
lyim
port
ant.
The
wor
ds p
rese
nted
to th
ese
child
ren
do e
ven
mor
e to
tie
thei
r
wor
lds
toge
ther
and
giv
e th
em m
eani
ng.
9. C
hild
ren
lear
n be
tter
whe
n th
ey w
atch
and
hea
r ho
w to
do
a ne
w a
ctio
n; th
en, d
o it
them
selv
es, t
alki
ng a
bout
it a
s th
ey
carr
y ou
t the
act
ion.
The
vis
ually
impa
ired
child
dep
ends
far
mor
e on
this
met
hod
of le
arni
ng.
For
exa
mpl
e, h
e m
ust
wat
ch a
nd li
sten
as
he is
sho
wn
how
to u
se a
chi
ld's
tool
.
He
prob
ably
wat
ches
bes
t by
putti
ng h
is h
and
on th
e ha
nd
of th
e ad
ult w
ho h
olds
the
tool
or
by h
avin
g th
e ad
ult's
hand
enc
ompa
ss h
is w
hile
the
two
toge
ther
cau
se th
e to
ol to
perf
orm
its
func
tion.
As
the
tool
is u
sed,
ver
bal d
escr
iptio
n
of a
con
vers
atio
nal
sort
exp
lain
s th
e en
suin
g ac
tions
. The
child
's ta
lkin
g ab
out t
he a
ctio
ns w
ill h
elp
him
mas
ter
thei
r
proc
edur
e.
10. M
ore
and
mor
e th
ere
is a
n aw
aren
ess
of a
cer
tain
ord
er to
a
22
child
's le
arni
ng a
nd d
evel
opin
g. C
erta
in th
ings
are
lear
ned
bette
r an
d m
ore
easi
lyif
they
are
und
erta
ken
afte
r ot
her
thin
gs h
ave
been
gra
sped
. A y
oung
ster
may
sho
w n
o in
tere
st
in a
wag
on a
t firs
t con
tact
. Lat
er h
e m
ay e
njoy
its
use
for
num
erou
s pu
rpos
es a
nd w
ant t
ole
arn
abou
t the
wag
on's
feat
ures
.T
here
see
ms
to b
e a
"rig
ht"
time
for
lear
ning
whi
ch v
arie
s fr
om c
hild
to c
hild
. (T
he d
evel
opm
enta
l cha
rts
will
ela
bora
te o
n th
is.)
A c
hild
's n
ot le
arni
ng a
giv
en s
kill
or
beha
vior
on
first
exp
osur
e do
es n
ot m
ean
that
he
will
not
be r
eady
for
itla
ter.
Num
erou
s at
tem
pts
over
per
iods
of
time
and
freq
uent
rep
ititio
ns a
re n
eces
sary
for
lear
ning
to
occu
r. R
emem
ber
that
wha
t chi
ldre
n do
and
thin
k be
gins
with
the
sim
ples
t and
mov
es in
an
incr
easi
ngly
com
plex
dire
ctio
n.
11 'i
bfvi
tal
impo
rtan
ceto
all
child
ren
isth
eir
lear
ning
in
dire
ctio
nsw
hich
allo
wan
den
cour
age
them
tobe
com
e
inde
pend
ent.
Thi
s is
par
ticul
arly
impe
rativ
e fo
r th
e ch
ild w
ho
has
any
maj
or im
pairm
ent.
The
nat
ural
tend
ency
is to
do
for
this
you
ngst
er. T
his
natu
ral t
ende
ncy
is o
ften
so s
tron
g th
at
it ta
kes
a re
al c
once
ntra
ted
effo
rt to
con
trol
it.
If th
e ch
ild
is to
gro
w in
to a
hea
lthy
and
prod
uctiv
e hu
man
bei
ng, h
e
mus
tbe
help
edto
gain
the
tool
s(s
kills
,kn
owle
dge,
attit
udes
) w
hich
mak
e th
is p
ossi
ble.
With
in th
e bo
unds
of
good
sen
se, e
very
per
son
shou
ld b
e sh
own
how
to d
o fo
r
him
self
thos
e th
ings
whi
ch m
ake
him
feel
sel
f-co
nfid
ent a
nd
capa
ble
of m
anag
ing
his
wor
ld. Y
et, e
ach
mus
t lea
rn w
hen
help
from
oth
ers
shou
ld b
e so
ught
. Thi
s is
par
ticul
arly
true
of th
e vi
sual
ly im
paire
d in
divi
dual
who
mus
t thr
ough
out
life
hone
stly
rec
ogni
ze a
nd e
valu
ate
his
need
for
help
in c
erta
in
area
s. H
e ne
eds
to le
arn
how
to a
skfo
r th
is h
elp
in a
way
that
ena
bles
him
to k
eep
his
self
resp
ect,
and
he m
ust l
earn
to b
e al
ert t
o w
ays
in w
hich
he
can
offe
r ai
d to
oth
ers
in
area
s w
here
his
abi
litie
s ar
esh
arpe
st. T
here
is a
sto
ry o
f a
twel
ve y
ear
old
boy
with
no
visi
on w
ho w
hen
cam
ping
with
a gr
oup
of s
ight
ed tw
elve
yea
rol
ds d
elig
hted
his
bud
dies
by
goin
g ou
t in
late
nig
ht in
a do
wnp
our
to le
t dow
n ca
nvas
flaps
ove
r w
indo
ws.
The
y re
ason
ed th
at h
e di
d no
tha
ve to
hold
a fl
ashl
ight
in o
rder
to s
ee w
hat h
e w
asdo
ing.
Thu
s,
both
han
ds w
ere
free
for
the
nece
ssar
yw
ork!
It is
ess
entia
l
that
the
child
who
isvi
sual
ly im
paire
d le
arn
to c
are
for
him
self
pers
onal
ly a
nd to
sha
re in
hous
ehol
d re
spon
sibi
litie
s
even
thou
gh it
take
sm
uch
effo
rt o
n hi
s pa
rt a
nd o
n th
e
part
s of
thos
e ar
ound
him
.If
he d
oes
not l
earn
to b
e
inde
pend
ent h
e w
ill b
e le
ss o
f a p
erso
nbe
caus
e of
it. T
hose
arou
nd h
im w
ill r
ealiz
e hi
s de
pend
ency
and
inad
equa
cy a
nd
will
ass
ume
itto
be
the
resu
lt of
the
visu
al im
pairm
ent.
Act
ually
itw
ill h
ave
resu
lted,
to a
far
grea
ter
exte
nt, f
rom
lack
of e
xper
ienc
e an
dap
prop
riate
teac
hing
s.
23
CH
AP
TE
R II
IDE
VE
LOP
ME
NT
AL
SE
QU
EN
CE
S: A
CO
NT
RA
ST
The
gro
wth
and
lear
ning
pat
tern
s of
chi
ldre
n ca
n be
stu
died
as g
uide
s fo
r se
tting
up
reas
onab
le e
xpec
tatio
ns fo
r th
em. T
he
stud
y of
act
ual p
atte
rns
is e
spec
ially
val
uabl
e w
hen
one
reca
lls
that
onl
y th
e ou
tsid
e lim
its o
f dev
elop
men
t are
set
by
here
dity
.
With
in th
ese
limits
muc
h va
riatio
n ca
n oc
cur,
dep
endi
ng o
n ea
ch
child
's e
xper
ienc
es in
his
wor
ld.
Gen
eral
ly, a
s yo
ungs
ters
mat
ure,
cer
tain
pat
tern
s of
gro
wth
unfo
ld. T
hese
are
the
sam
e in
man
y di
rect
ions
for
mos
t chi
ldre
n,
whe
ther
they
hav
e vi
sual
impa
irmen
ts o
r no
t. H
ow q
uick
ly a
nd
how
ext
ensi
vely
thes
e pa
ttern
s de
velo
p ar
ehi
ghly
indi
vidu
al
mat
ters
. Com
paris
on w
ith o
ther
chi
ldre
n ca
n sc
arce
ly b
e he
lped
but i
tis
far
bette
r fo
r a
part
icul
ar y
oung
ster
to b
e he
lped
to
prog
ress
at a
rat
e w
hich
see
ms
com
fort
able
yet
inte
rest
ing
for
him
. Whi
le p
atte
rns
can
be a
n ai
d, d
evia
tions
from
them
nee
d
not c
ause
ala
rm.
Car
eful
obs
erva
tion
of th
e ch
ild's
atti
tude
s an
d be
havi
or c
an
disp
el fe
ars
that
the
child
is n
ot fu
nctio
ning
at h
is p
rope
r le
vel
and
pace
. A h
appy
, ind
epen
dent
and
res
pons
ive
child
usu
ally
indi
cate
s co
rrec
t gro
wth
pro
gres
s.
Gro
wth
and
dev
elop
men
t pat
tern
s to
be
cons
ider
ed a
re in
the
phys
ical
, per
sona
l/soc
ial (
incl
udin
g se
lf-ca
re),
inte
llect
ual a
nd
emot
iona
l are
as.
PH
YS
ICA
L G
RO
WT
H A
ND
DE
VE
LOP
ME
NT
As
child
ren
mat
ure
and
lear
n to
use
thei
r bo
dies
in in
crea
s-
ingl
y co
mpl
ex w
ays,
cer
tain
dire
ctio
ns a
re ta
ken:
Whe
n yo
ungs
ters
are
qui
te s
mal
l the
ir ac
tiviti
es in
volv
e th
eir
who
le b
odie
s. G
radu
ally
, the
y be
com
e ab
le to
use
one
, the
n
seve
ral b
ody
part
s. A
goo
d ex
ampl
e is
ball
play
. Thi
s, a
t
first
,in
volv
es a
scr
ambl
e of
tota
l bod
y ac
tivity
; lat
er th
e
body
mov
emen
ts b
ecom
e m
ore
spec
ializ
ed.
Chi
ldre
n fir
st le
arn
to u
se la
rge
mus
cles
whi
ch a
llow
them
to r
each
for
and
gras
p at
obj
ects
. Eve
ntua
lly th
ey a
re a
ble
to p
ick
up th
ings
by
mea
ns o
f the
who
le h
and,
then
fing
ers,
thus
usi
ng in
crea
sing
ly r
efin
ed m
uscl
e ac
tivity
.
The
infa
nt d
evel
ops
in a
hea
d-to
-foo
t man
ner.
He
lear
ns to
lift h
is h
ead
and
to h
old
it up
, to
use
arm
s an
d ch
est i
n a
tota
l way
, to
pull
and
scoo
t alo
ng a
sur
face
, to
craw
l, an
d
to u
se-f
eet a
nd le
gs in
ord
er to
wal
k.
As
the
child
lear
ns to
con
trol
his
hea
d (t
hat i
s, w
hen
his
head
will
sta
y in
line
with
the
mid
dle
of h
is b
ody)
whi
le h
e
is o
n hi
s ba
ck, h
e ch
ange
s fr
om a
one
-sid
ed to
a "
sym
met
ri-
cally
two-
side
d" p
hase
. Thi
s ch
ange
mea
ns th
at fo
r a
time 25
the
child
is a
ctin
g w
ith b
oth
hand
s an
d ar
ms
at th
e sa
me
time,
inth
e sa
me
way
. Mor
e ad
vanc
ed o
ne-s
ided
act
ions
com
e la
ter,
afte
r m
uch
prac
tice
with
the
bila
tera
l. S
till l
ater
,
the
child
beg
ins
to s
how
a p
refe
renc
e fo
r th
e us
e of
one
side
of h
is b
ody
over
that
of t
he o
ther
.
Firs
t act
ions
of c
hild
ren
mak
e us
e of
man
y m
uscl
es. A
s
they
mat
ure
phys
ical
ly, t
hey
beco
me
bette
r ab
le to
use
few
er m
uscl
es a
nd to
invo
lve
just
thos
e ne
eded
to d
o a
cert
ain
task
.
The
chi
ld w
ith a
vis
ual i
mpa
irmen
t nee
ds, e
ven
mor
e th
an
man
y ot
her
child
ren,
to fe
el th
e pl
easu
re o
f mov
ing
abou
t and
know
ing
how
to m
ove
in s
pace
in d
iffer
ent w
ays.
Ofte
n he
mus
t
be s
how
n sp
ecifi
cally
how
to c
raw
l, to
rol
l, to
wal
k, o
r m
ust b
e
give
n pa
rtic
ular
enc
oura
gem
ent i
n th
ese.
He
very
like
ly w
ill n
ot
see
wel
l eno
ugh
to n
otic
e on
his
ow
n ho
w th
ese
thin
gs a
re d
one.
Thi
s m
ay n
eces
sita
te c
arry
ing
out a
n ac
tivity
clo
se to
the
child
so th
at h
e ca
n te
ll w
hat i
s be
ing
done
.It
nuy
requ
ire a
llow
ing
the
child
to lo
ok w
ith h
is h
ands
at t
he p
hysi
cal a
ctiv
ities
of
anot
her
to g
et th
e fe
el o
f a c
erta
in a
ctio
n.
Chi
ldre
n ne
ed to
be
"sho
wn"
and
to le
arn
the
area
s w
here
they
will
spen
d m
ost o
f the
ir tim
e. W
hile
ther
e ar
e ce
rtai
n
esta
blis
hed
way
s fo
r th
e ef
fect
ive
teac
hing
of b
asic
mot
or s
kills
and
bodi
ly m
ovem
ent,
itis
of f
irst i
mpo
rtan
ce th
at th
e ch
ild
26
mov
e, e
xplo
re a
nd b
e cu
rious
. Mor
e re
fined
"orie
ntat
ion
and
mob
ility
" te
chni
ques
can
be
lear
ned
late
r.
The
chi
ld w
ho d
oes
not k
now
how
to m
ove
abou
t and
use
his
body
will
hav
e a
narr
ow, f
earf
ul w
orld
and
will
feel
uns
ure
of h
imse
lf in
it. A
s th
e ch
ild le
arns
to k
now
how
he
can
use
his
body
and
as
he fe
els
mor
e co
mfo
rtab
le w
ith it
, he
will
bec
ome
mor
e se
lf-co
nfid
ent a
nd h
appy
.
The
phys
ical
deve
lopm
ent
sequ
ence
follo
ws.
Gen
eral
dire
ctio
ns in
whi
ch th
e ch
ild d
evel
ops
phys
ical
ly a
re o
rder
ed a
s
they
usu
ally
occ
ur, w
ithin
eac
h gr
oupi
ng. A
s is
kno
wn,
a c
hild
can
be a
t diff
eren
t lev
els
in th
e va
rious
gro
upin
gs a
t the
sam
e
time.
No
men
tion
is m
ade
of a
ge s
ince
itis
the
cont
inui
ng
prog
ress
ion
that
is o
f firs
t im
port
ance
rat
her
than
the
poin
t in
time
at w
hich
ace
rtai
nfu
nctio
ning
stag
eis
reac
hed.
The
se
prin
cipl
es a
pply
in e
ach
deve
lopm
enta
l seq
uenc
e pr
esen
ted
unle
ss
othe
rwis
e in
dica
ted.
The
com
men
tssp
ecifi
cally
rega
rdin
gvi
sual
lyim
paire
d
child
ren
are
orde
red
by n
umbe
r (w
here
feas
ible
)to
rela
te
part
icul
arly
to th
ose
of li
ke n
umbe
r at
the
left
side
of t
he p
age.
It w
ill b
e ap
pare
nt, h
owev
er, t
hat t
here
is m
uch
over
lapp
ing
in
the
poin
ts m
ade.
Itsh
ould
be
note
d th
at th
e vi
sual
ly im
paire
d ch
ild c
an
even
tual
ly p
ass,
qui
te w
ell,
thro
ugh
the
step
s as
surin
g go
od g
ross
mot
or (
larg
e m
uscl
e) d
evel
opm
ent.
He
will
usua
lly d
o so
mor
e
slow
ly th
an th
e si
ghte
d ch
ild, h
owev
er. L
ates
t fin
ding
ssh
ow th
at
visi
onbe
gins
to c
oord
inat
e th
e gr
oss
mot
or p
roce
ss w
hen
the
infa
ntre
ache
s th
e ag
eof
four
or
five
mon
ths.
The
vis
ually
impa
ired
child
is b
elie
ved
to' c
oord
inat
e th
e gr
oss
mot
or p
roce
ss
by h
earin
g an
d on
ly w
hen
the
youn
gste
r is
abo
ut te
nm
onth
s
DIR
EC
TIO
NS
IN W
HIC
H C
HIL
DR
EN
DE
VE
LOP
PH
YS
ICA
LLY
old.
It is
pos
sibl
e th
at th
is p
roce
ss m
ayev
entu
ally
be
acce
lera
ted.
Cer
tain
ly it
s at
tain
men
t will
var
y w
ithin
divi
dual
chi
ldre
n. T
he
poin
t rem
ains
that
,at
pres
ent,
ear
/han
d co
ordi
natio
n se
ems
to
ripen
late
r th
an e
ye/h
and
coor
dina
tion.
Kno
win
g th
is, i
tis
not
diffi
cult
toun
ders
tand
that
the
visu
ally
impa
ired
child
will
expe
rienc
e a
diffe
rent
rat
e of
dev
elop
men
tin
cer
tain
are
as.
CO
MM
EN
TS
SP
EC
IFIC
ALL
Y R
EG
AR
DIN
GT
HE
VIS
UA
LLY
IMP
AIR
ED
CH
ILD
1. L
ying
on
fron
t and
bac
k
The
Chi
ld:
lies
on fr
ont,
on b
ack
lifts
hea
d w
hen
lyin
g on
sto
mac
h
bala
nces
hea
d w
hen
sitti
ng, h
eld
or s
uppo
rted
rolls
ove
r fr
om s
tom
ach
to b
ack,
then
bac
k to
sto
mac
h
lifts
hea
d up
whe
n ly
ing
on b
ack
2. S
ittin
g
The
Chi
ld:
sits
with
sup
port
sits
alon
e,br
iefly
,on
flat
sur-
face
s, le
anin
gfo
rwar
d on
han
ds
1. F
or th
e vi
sual
ly im
paire
d ch
ild, t
he p
rone
posi
tion
is n
ot n
atur
ally
com
fort
able
or
inte
rest
ing.
It m
ay e
ven
both
er h
is b
reat
hing
and
mak
e m
ovin
g m
ore
diffi
cult
whe
n
the
visu
al s
timul
i whi
ch m
ake
head
liftin
g pu
rpos
eful
are
lack
irg. T
his
does
not
mea
n th
e vi
sual
ly im
paire
dyo
ungs
ter
shou
ld n
ot li
e on
his
fron
t; he
nee
ds to
do
so
(esp
ecia
lly in
ord
er to
eve
ntua
lly b
ecom
eab
le to
cre
ep).
Rat
her,
he
shou
ld b
e gi
ven
reas
ons
for
hold
ing
his
head
up
and
for
mov
ing
whi
le in
this
pos
ition
, so
that
he
can
do s
o pu
rpos
eful
ly.
Littl
e ob
ject
s w
hich
will
mak
e no
ise
shou
ldbe
hun
g ab
ove
him
whe
re h
e w
ill h
it th
em a
nd c
ause
them
to s
ound
. His
look
can
be
kept
dire
cted
to h
is m
othe
r's fa
ce th
roug
hhe
r ta
lkin
g to
him
. He
mus
t be
enco
urag
edth
roug
h
num
erou
s an
d di
vers
e w
ays
tolie
on
his
fron
t and
bac
k an
d to
bec
ome
able
to r
aise
his
head
from
thes
e po
sitio
ns w
ithin
crea
sing
suc
cess
.
2. S
ittin
g al
so d
epen
ds o
n en
cour
agem
ent
and
help
, but
can
ofte
n be
lear
ned
at a
bout
the
sam
e pa
ce a
s th
e si
ghte
d ch
ild.
The
vis
ually
impa
ired
child
may
nee
d to
be
give
n a
guid
e fo
r si
tting
(th
e "f
eel"
ofw
hat t
his
new
pos
ition
is)
thro
ugh
bein
g
prop
ped
up w
ith p
illow
s an
d/or
sup
port
edbe
side
ano
ther
's b
ody.
Giv
ing
the
child
reas
ons
for
sitti
ng w
illhe
lp h
im w
ant t
o do
so.
Tho
se r
easo
ns m
ayin
clud
e: n
earn
ess
27
sits
in c
hair
sits
inde
pend
ently
and
stea
dily
,
rega
rdle
ss o
f pla
ce
seat
s se
lf in
chi
ld-s
ized
cha
ir
3. M
ovin
g ab
out
The
Chi
ld:
mov
es a
bout
on
flat s
urfa
ces
cree
ps a
nd p
ulls
sel
f to
feet
at a
rail
wal
ks s
idew
ays
hold
ing
to r
ail
stan
ds w
ith h
elp
28
to m
othe
r; b
eing
clo
ser
to m
othe
r's fa
ce (
her
wor
ds);
lap
gam
es p
laye
d w
ith m
othe
r;
the
abili
ty to
mov
e di
ffere
ntly
ove
r m
ore
spac
e an
d to
rea
ch fa
rthe
r; th
e ab
ility
to
mak
e so
und.
3. M
uch
care
mus
t be
dire
cted
to th
e vi
sual
ly im
paire
d ba
by's
use
of a
pla
y pe
n. T
he
tend
ency
has
bee
n to
leav
e th
e in
fant
in th
e pe
n fo
r lo
ng p
erio
ds b
ecau
se th
e pe
n
was
thou
ght t
o be
a s
afe,
com
fort
able
pla
ce fo
r hi
m. T
here
cer
tain
ly is
a p
lace
for
a
play
pen
in th
e lif
e of
any
bab
y. A
s he
beg
ins
to m
ove
abou
t, th
e pl
ay p
en c
an
prov
ide
a lim
ited
area
whi
ch th
e ch
ild g
ets
to k
now
bef
ore
brav
ing
mor
e of
the
wor
ld. I
t can
be
mad
e in
tere
stin
g to
exp
lore
and
to e
xper
ienc
e by
furn
ishi
ng it
with
diffe
rent
kin
ds o
f obj
ects
for
the
child
to p
lay
with
and
exp
lore
.It
can
offe
r a
fram
e su
ppor
t for
ear
ly a
ttem
pts
to s
tand
and
wal
k. T
he p
lay
pen
can
serv
e as
hom
e ba
se fo
r th
e ch
ild w
ho is
out
side
it, a
nd it
is b
ig e
noug
h to
be
foun
d ag
ain
rela
tivel
y ea
sily
by
the
visu
ally
impa
ired
youn
gste
r w
ho is
sta
rtin
g to
rea
lly m
ove.
As
soon
as
thes
e 'p
urpo
ses
have
bee
n ac
com
plis
hed,
it is
tim
e to
put
the
pen
away
.
Nor
mal
ly, t
he c
hild
who
is v
isua
lly im
paire
d w
ill c
reep
onl
y af
ter
he b
egin
s to
hav
e
ear/
hand
coo
rdin
atio
n (t
he a
bilit
y to
rea
ch to
war
d th
e so
urce
of a
giv
en s
ound
).
Thi
s co
ordi
natio
n se
ldom
dev
elop
s un
tilne
ar th
e en
d of
the
first
yea
r. A
s th
e
youn
gste
r sh
ows
inte
rest
in c
reep
ing
(get
ting
on h
ands
and
kne
es, f
or e
xam
ple)
, he
can
be e
ncou
rage
d to
cre
ep to
war
d so
unds
, suc
h as
a to
y w
hich
sou
nds
but w
hich
is
just
bey
ond
his
reac
h.
The
vis
ually
impa
ired
child
will
sta
nd, t
hen
wal
k w
ith h
elp,
muc
h lik
e an
y ch
ild.
Thi
s le
arni
ng p
erio
d is
a fu
rthe
r op
port
unity
to e
xpan
d th
e ch
ild's
kno
wle
dge
of h
is
envi
ronm
ent.
He
can
be to
ldde
tails
of h
is e
nviro
nmen
t and
the
chan
ges
as h
e
, 'fr
.!nc
2tir
wal
ks w
ith o
ne h
and
held
, can
stan
d al
one
todd
les
alon
e
wal
ks a
bout
the
hous
e an
d ya
rd
free
ly, w
ith li
ttle
assi
stan
ce
(late
r, in
imm
edia
te n
eigh
bor-
hood
)
runs
wel
l
r.
15.1
enco
unte
rs th
em in
mov
ing
from
one
plac
e to
ano
ther
. He
mus
t be
give
ntim
e to
expl
ore
and
look
. Whe
n he
is r
eady
tow
alk
on h
is o
wn,
sev
eral
fact
ors
mus
t be
cons
ider
ed. B
esid
es th
e pr
oble
ms
of b
alan
cean
d th
e ch
alle
nge
of a
new
pos
ture
whi
ch fa
ce e
very
you
ng w
alke
r, th
ech
ild w
ith li
mite
d vi
sion
will
hav
e le
ssre
adily
usab
le in
form
atio
n, le
ss c
asua
lly o
btai
ned,
togu
ide
his
goin
g fr
om p
lace
to p
lace
.H
e
can
atta
in s
kill
and
can
gain
con
fiden
ce b
ut w
ill n
eed
mor
etim
e to
do
so.
It w
ill
be g
ood
for
him
if fu
rnitu
re is
at
first
left
in o
ne p
lace
, with
bre
akab
leth
ings
put
out o
f rea
ch. A
s he
beco
mes
old
er a
nd th
ings
are
mov
edoc
casi
onal
ly, c
omm
ents
rega
rdin
g th
eir
new
pos
ition
s w
illbe
hel
pful
and
thou
ghtfu
l. T
houg
hbu
mps
and
falls
will
occu
r,as
they
do
for
all
child
ren,
a hu
g or
com
men
t,al
ong
with
an
enco
urag
ing
"try
aga
in",
will
giv
e th
is y
oung
ster
the
cour
age
to m
ake
furt
her
effo
rts.
As
he im
prov
es in
con
fiden
ce a
ndsk
ill, h
e w
ill b
egin
to o
rgan
ize
his
wor
ldin
his
min
d to
the
poin
t tha
t he
can
mov
efr
om p
lace
to p
lace
for
a pu
rpos
e an
d th
roug
h
effe
ctiv
e us
e of
mem
ory.
29
4. M
anag
ing
stai
rs
The
Chi
ld:
cree
ps u
psta
irs, b
umps
dow
nsta
irs
on h
is s
eat
te w
alks
upan
ddo
wn
alon
e,
brin
ging
feet
toge
ther
at e
ach
step
wal
ks u
p (la
ter,
dow
n) o
ne s
tep
afte
r an
othe
r,al
tern
atin
g fe
et
dash
esup
and
dow
n,ad
ult
fash
ion
30
As
the
visu
ally
impa
ired
child
mov
es a
bout
he
will
nee
dhe
lp in
bec
omin
g aw
are
of
haza
rds:
wha
t the
y ar
e, w
hat t
hey
caus
e, h
ow to
dea
l with
them
.H
e ca
n be
taug
ht
that
som
e ar
eas
are
for
play
and
oth
ers
are
not;
that
the
"gat
e"m
arks
the
stai
rs a
t
whi
ch p
oint
he
mus
t rea
ch fo
r th
e ra
iling
. He
can
lear
n th
at fi
nger
s ca
nbe
pin
ched
in th
e tr
icyc
le w
heel
and
that
the
tric
ycle
can
ove
rtur
n. H
ew
ill le
arn,
but
may
nee
d
to b
e sh
own
such
thin
gs a
num
ber
of ti
mes
in o
rder
todo
so.
4. C
limbi
ng u
p an
d go
ing
dow
n st
airs
mus
t be
show
n to
the
visu
ally
impa
ired
child
. At
first
ano
ther
per
son
mig
ht g
o up
a s
tep
or tw
o be
side
him
, enc
oura
ging
and
help
ing
him
exp
lore
and
und
erst
and
wha
t is
happ
enin
g th
roug
h th
e re
peat
ing
of a
ctio
ns.
Late
r, c
omin
g do
wn
can
be d
one
in th
e sa
me
fash
ion
with
onl
y a
few
ste
ps in
volv
ed
initi
ally
. The
you
ngst
er's
foot
use
may
be
help
ed if
his
feet
are
pla
ced
one
at a
time
on th
e st
ep, w
ith h
and
posi
tion
adju
sted
on
the
raili
ng. T
his
deta
iled
way
of
"sho
win
g hi
m h
ow"
can
be fo
llow
ed in
teac
hing
the
youn
gste
r to
pla
yba
ll, ju
mp,
etc.
xa
5. M
ovin
g, in
way
s ot
her
than
wal
king
The
Chi
ld:
boun
ces
whe
n su
ppor
ted
jum
ps in
pla
ce, a
lone
jum
ps fr
ombo
ttom
stai
rst
ep,
with
hel
p; th
en, a
lone
stan
ds o
n on
e fo
ot, b
alan
cing
sev
eral
seco
nds
skip
s on
one
foot
onl
y
hops
on
one
foot
skip
s, u
sing
alte
rnat
e fe
et
turn
sso
mer
saul
tsan
den
joys
stun
ts(b
alan
cean
drh
ythm
beco
me
incr
easi
ngly
bet
ter)
6. R
each
ing
and
gras
ping
The
Chi
ld:
brin
gsob
ject
sto
mou
thto
expl
ore
whe
n th
ey a
re g
iven
to
him
5. S
omet
imes
vis
ually
impa
ired
child
ren
are
obse
rved
to s
pend
per
iods
of t
ime
rock
ing
thei
rbo
dies
bac
k an
d fo
rth
or m
akin
g ce
rtai
nm
otio
ns o
ver
and
over
. The
se
"man
neris
ms"
are
som
etim
es m
ista
kenl
y ca
lled
"blin
dism
s."
Thi
s is
a po
or n
ame
beca
use
child
ren
not v
isua
lly im
paire
d de
velo
p su
ch m
anne
rism
s an
dm
any
child
ren
who
are
vis
ually
impa
ired
have
not
dev
elop
ed th
em. S
uch
mot
ions
and
mov
emen
ts
ofte
n re
sult
from
a c
hild
's n
ot k
now
ing
wha
t els
e to
do.
Peo
ple
ask
whe
ther
larg
e
toys
suc
h as
the
hors
e th
at r
ocks
and
the
rock
ing
chai
r te
nd to
sta
rt o
r en
cour
age
"man
neris
ms.
" T
his
shou
ld n
ot b
e th
e ca
se a
t all
if th
e ch
ild u
sing
them
has
oppo
rtun
ities
for
man
y ki
nds
of p
lay
and
a br
oad
varie
ty o
f exp
erie
nces
. Whe
n th
e
youn
gste
r kn
ows
how
to p
urpo
sefu
lly m
ove
abou
t, to
con
trol
his
mov
emen
ts a
nd to
use
his
body
in w
ays
that
are
fun
and
inte
rest
ing,
he
then
has
littl
e re
ason
to r
esor
t
to "
man
neris
ms.
"
6. S
omet
hing
mus
t int
eres
t the
chi
ld b
efor
e he
is m
otiv
ated
to r
each
and
gras
p. T
he
visu
ally
impa
ired
child
nee
ds th
e ki
nd o
f mot
ivat
ion
that
mak
esse
nse
to h
im.
Obj
ects
sho
uld
soun
d an
d fe
el w
orth
y of
inve
stig
atin
g. W
hile
itis
nat
ural
for
the
sigh
ted
infa
nt to
rea
ch w
ith b
oth
hand
s in
the
begi
nnin
g (a
n ac
tion
nece
ssar
y fo
r
incr
easi
ng d
evel
opm
ent o
f goo
d ha
nd u
se),
the
youn
gste
r w
ho is
vis
ually
impa
ired
ofte
n ne
eds
to h
ave
thin
gs p
ut in
to h
is h
ands
or
mus
t hav
e hi
s ha
nds
put
onto
obje
cts.
The
re s
houl
d be
sui
tabl
e to
ys w
ithin
his
rea
ch. C
radl
e gy
ms
can
have
sou
nd
mak
ers
built
in o
r ad
ded.
Initi
ally
, the
you
ngst
er w
ould
hit
thes
e by
acc
iden
t. La
ter,
purp
osef
ul r
each
ing
can
occu
r. T
he c
hild
who
sits
sho
uld
have
aro
und
him
and
with
in e
asy
reac
h se
vera
l of h
is fa
vorit
e to
ys. T
hus
"look
ing"
can
be fo
ster
ed a
nd
"fin
ding
" ca
n be
taug
ht. T
oys
shou
ld b
e in
tere
stin
g to
the
touc
has
wel
l as
to th
e
ear
(at t
imes
, to
the
"mov
emen
t-se
nse,
" an
d to
the
sens
e of
sm
ell).
Nea
r th
e en
d of 31
reac
hes
for
thin
gs,
gras
ps (
both
hand
sfir
st,
late
r,w
ithon
e
hand
)
palm
/fing
ers
gras
pde
velo
psto
thum
b/fin
ger
gras
p
7. P
layi
ngw
ithto
ys a
nd e
quip
men
tin
volv
ing
larg
e m
uscl
e us
e
The
Chi
ld:
pulls
,pu
shes
toys
and
mov
able
obje
cts
32
the
youn
gste
r's fi
rst y
ear,
ear
/han
d co
ordi
natio
n w
ill o
ccur
if a
ppro
pria
te e
xper
ienc
es
have
hel
ped
its d
evel
opm
ent.
The
n, h
is r
each
ing
can
be d
irect
ed to
war
d a
part
icul
ar
soun
d an
d gr
asp
will
hav
e de
velo
ped
to th
e po
int t
hat t
hum
b an
d fin
ger
can
wor
k
toge
ther
for
pick
ing
up a
nd h
oldi
ng o
n to
an
obje
ct.
7. T
he v
isua
lly im
paire
d ch
ild w
ill e
njoy
the
"gro
ss m
otor
" to
ys a
nd a
ctiv
ities
whi
ch
the
sigh
ted
child
enj
oys,
but
his
inte
rest
s m
ay s
tem
from
oth
er th
an v
isua
l fea
ture
s.
For
exa
mpl
e, h
e w
illbe
mor
e aw
are
of s
ound
. The
mus
cula
r ef
fort
invo
lved
in
actio
ns r
elat
ed to
them
may
out
wei
gh o
r ta
ke th
e pl
ace
of th
e vi
sual
exp
erie
nce.
Boy
s an
d gi
rls w
ho d
o no
t see
will
"lo
ok"
with
thei
r ha
nds
or lo
ok "
clos
e up
." F
or
exam
ple,
they
will
"se
e" th
e tr
icyc
le p
edal
s an
d ho
w th
ey a
re u
sed
by p
uttin
g th
eir
feet
on
the
peda
ls a
nd h
avin
g th
em g
uide
din
the
"trik
ing"
mot
ion
as w
ell a
s
thro
ugh
tact
ual e
xplo
ratio
n of
them
. Of c
ours
e, a
ctiv
ities
for
the
visu
ally
impa
ired
child
req
uire
cau
tion.
The
se c
hild
ren
need
firm
, saf
e, s
ensi
ble
limits
with
in w
hich
to
func
tion.
The
tota
lly b
lind
child
may
trik
e an
d bi
ke, b
ut w
ill n
eed
help
in k
now
ing
the
area
s in
whi
ch th
ese
activ
ities
can
be
done
wis
ely
and
the
cues
by
whi
ch h
e ca
n
know
whe
re h
eis
.H
e m
ust k
now
, for
exa
mpl
e, th
at th
e ne
ar s
quea
k of
the
swin
g-ch
ain
mea
ns th
at h
e m
tnt b
e al
ert t
o av
oid
colli
sion
. Chi
ldre
n w
ho s
ee a
t nea
r
but n
ot a
t a d
ista
nce
need
hel
p in
form
ulat
ing
guid
ance
for
actio
n (w
here
to g
o
mor
e sl
owly
, whe
re to
rid
e fr
eely
and
whe
re to
use
cau
tion)
.
uses
wag
on, b
uggy
to p
ush,
car
ry
thin
gs in
rides
whe
eled
toys
whi
ch c
an b
e
push
ed b
y fe
et
begi
ns to
rid
e tr
icyc
le
swin
gs,
slid
es,
clim
bs, u
ses
othe
r
"pla
ygro
und
equi
pmen
t"
uses
sled
,sk
ates
, jum
ping
rop
e,
scoo
ter
8. P
layi
ng w
ith la
rge
ball
The
Chi
ld:
reac
ts to
ball
by s
ome
kind
of
mov
emen
t
late
r m
ay w
alk
into
, tou
ch,
hit
at, k
ick
at it
push
es b
all
catc
hes
ball
betw
een
legs
,la
ter
with
han
ds, o
n gr
ound
, in
air
hurls
bal
l
kick
s ba
ll
thro
ws
ball
in r
eque
sted
dire
ctio
n
thro
w, k
icks
with
incr
easi
ng s
kill
8. B
all
play
can
be
plea
sura
ble
as w
ell a
s be
nefic
ial a
ctiv
ity fo
r al
mos
t any
chi
ld,
prov
ided
the
ball
is o
f suf
ficie
nt s
ize
for
him
to h
andl
e. V
olle
ybal
l to
beac
hbal
{ si
ze,
even
larg
er,
is n
eede
d. W
heth
er o
r no
t a c
hild
can
see
, he
can
play
with
the
ball
him
self
and
expl
ore
its p
ossi
bilit
ies.
In a
con
fined
are
a su
ch a
s a
corn
er o
r w
ithin
any
defin
ed s
mal
l spa
ce, t
he b
all c
an b
e ro
lled,
bou
nced
,ki
cked
, and
then
ret
rieve
d.
Som
etim
es a
sou
ndin
g de
vice
can
be
adde
d to
the
ball
to m
ake
it ea
sier
and
mor
e
inte
rest
ing
to fo
llow
. A "
jingl
e be
ll" c
an b
e at
tach
ed to
the
ball
or b
ells
can
be
plac
ed in
side
a r
ubbe
r ba
ll w
hich
is th
en v
ulca
nize
d. A
Voi
t bal
l, of
vol
leyb
all s
ize,
exis
ts w
ith a
bell
alre
ady
init
but
its b
ounc
e is
limite
d.P
art o
f the
fun
of
ball-
play
ing
invo
lves
the
soci
al a
spec
ts a
nd th
ese
also
can
be
built
into
the
gam
e.
"How
" w
ill d
epen
d, in
par
t, on
the
func
tioni
ng le
vel o
f the
chi
ld in
term
s of
his
phys
ical
abi
lity
and
cont
rol a
s w
ell a
s hi
s ab
ility
to u
nder
stan
d an
d us
e th
e sp
oken
wor
d. T
he m
atur
ity o
f his
com
pani
ons
is a
lso
a fa
ctor
.
litta
l
33
PE
RS
ON
AL
/ SO
CIA
L G
RO
WT
H A
ND
DE
VE
LOP
ME
NT
A c
hild
beg
ins
life
as o
ne w
ho n
eeds
muc
h at
tent
ion,
car
e
and
love
. His
wor
ld m
oves
aro
und
him
and
focu
ses
on h
im. H
e
take
s an
d he
rec
eive
s fr
om th
ose
clos
est t
o hi
m. H
e gi
ves,
too,
thro
ugh
his
actio
ns a
nd p
hysi
cal a
nd v
erba
l exp
rebs
ions
. As
he
becn
mes
old
er a
nd m
ore
expe
rienc
ed, h
e ad
ds to
him
self
inal
l
area
s. H
e le
arns
to k
now
and
man
age
his
body
, his
thou
ghts
and
feel
ings
, and
the
peop
le a
nd th
ings
aro
und
him
. Sta
rtin
g fr
om a
narr
ow w
orld
, his
wor
ld e
xpan
ds. B
egin
ning
with
gre
at c
once
rn
for
him
self,
his
ow
n w
ants
and
nee
ds, h
is c
once
rn in
crea
sing
ly
take
s in
oth
er p
eopl
e.
The
chi
ld b
uild
s hi
s un
ders
tand
ing
of h
imse
lf on
the
base
of
DIR
EC
TIO
NS
IN W
HIC
H C
HIL
DR
EN
,G
EN
ER
ALL
Y D
EV
ELO
P A
SP
ER
SO
NA
L/S
OC
IAL
BE
ING
S
thin
gs h
e le
arns
to d
o fo
r hi
mse
lf, th
e su
cces
ses
he e
xper
ienc
es
and
the
way
s he
feel
s ot
hers
feel
abo
ut h
im. I
f his
feel
ing
abou
t
him
self
is g
ood
and
if he
feel
s he
can
trus
t tho
se a
roun
d hi
m, h
e
will
beg
in to
con
side
r th
ose
abou
t hirn
and
to fe
el th
at th
ey a
re
impo
rtan
t.
In th
inki
ng o
f the
chi
ld's
dev
elop
men
t int
o a
pers
onal
/soc
ial
bein
g, fi
rst c
onsi
dera
tion
mus
t be
give
n to
the
mos
t im
med
iate
and
fam
iliar
ofhi
sco
ncer
ns,
whi
chis
his
inte
rest
inan
d
awar
enes
s of
him
self.
Nex
t, co
nsid
erat
ion
can
be g
iven
to h
is
rela
tions
hips
with
in h
is fa
mily
and
his
nei
ghbo
rhoo
d an
d to
the
way
s in
whi
chhi
s co
mm
unity
unf
olds
for
him
and
ass
umes
incr
easi
ng im
port
ance
.
CO
MM
EN
TS
SP
EC
IFIC
ALL
Y R
EG
AR
DIN
G T
HE
VIS
UA
LLY
IMP
AIR
ED
CH
ILD
PE
RS
ON
AL-
FA
MI L
Y-N
EIG
HB
OR
HO
OD
RE
LAT
ION
SH
IPS
1. W
ith r
egar
d to
gen
eral
inte
ract
ion
with
oth
ers
The
Chi
ld:
has
spon
tane
ous
soci
al s
mile
smile
s,la
ughs
alo
ud in
resp
onse
to o
ther
s
dem
ands
per
sona
l atte
ntio
n
freq
uent
lycr
ies
whe
npe
ople
,
34
1. E
ye-t
o-ey
e co
ntac
t bet
wee
n pa
rent
and
chi
ld m
ay e
xist
onl
y m
inim
ally
, if a
t all,
and
will
be
mis
sed
very
muc
h at
firs
t. W
hen
itis
kno
wn,
how
ever
, tha
t the
vis
ually
impa
ired
child
is g
oing
to s
mile
, lau
gh, c
ry, a
nd r
espo
nd to
voi
ce ?
ad to
uch,
all
the
man
y ki
nds
of c
onta
ct, o
ther
than
vis
ual,
can
be e
njoy
ed a
nd e
nc.J
urag
ed. T
houg
h
the
visu
ally
impa
ired
child
may
not
see
how
one
is fe
elin
g by
one
's fa
ce o
r "lo
ok,"
voic
e an
d ge
nera
l man
ner
can
tell
him
. Hol
ding
him
whi
le h
e is
little
, em
brac
ing
him
, tou
chin
g hi
m a
s he
gro
ws
olde
r, w
ill h
elp
him
feel
wan
ted,
enj
oyed
, nee
ded,
love
d. T
alki
ng w
ith h
im w
ill in
crea
sing
ly h
elp
him
to u
nder
stan
d an
d fe
el a
par
t of
the
wor
ld a
roun
d hi
m.
espe
cial
lypa
rent
s,le
ave
room
,le
avin
g hi
m a
lone
resp
onds
toot
hers
'fa
cial
expr
essi
ons
imita
tes
faci
alex
pres
sion
s an
dge
stur
es
play
s"p
at-a
-cak
e" a
nd w
aves
"bye
-bye
"
is m
ore
shy
with
str
ange
rs th
anw
ith im
med
iate
fam
ily
begi
ns to
var
y be
havi
or a
ccor
ding
toem
otio
nal
reac
tions
of
othe
rs
is a
pt to
rep
eat a
ctio
ns a
t whi
chot
hers
laug
h
trie
s to
get
atte
ntio
n by
mak
ing
nois
es, e
tc.
begi
ns to
cla
im c
erta
in p
osse
ssio
ns
seek
sad
ult
prai
se fo
r co
rrec
tbe
havi
or
show
s si
gns
of a
ffect
ion,
pity
,gu
ilt
trie
sto
mak
eot
hers
laug
hth
roug
h ac
ts o
f his
trie
sto
plea
se a
dults
, fol
low
sdi
rect
ions
, res
pond
s to
app
rova
lor
dis
appr
oval
show
s in
tere
stin
fam
ily,
itsac
tivity
The
you
ngst
er w
ho is
visu
ally
impa
ired
will
have
an
impo
rtan
t effe
ct o
n th
ose
arou
ndhi
m,
begi
nnin
g w
ithhi
sim
med
iate
fam
ily.
Que
stio
ns fr
om fr
iend
s an
d
stra
nger
s,th
ough
tless
rem
arks
,cr
itici
sm,
even
rude
ness
,bo
thfr
omla
ckof
unde
rsta
ndin
g an
d fr
om la
ck o
f con
side
ratio
n w
ill b
e di
rect
ed to
the
pare
nts
and
freq
uent
ly to
the
child
him
self.
The
se e
vent
s m
ay w
ell c
ause
the
pare
nts
to q
uest
ion
the
valu
e of
thei
r ef
fort
s, to
feel
they
are
exp
ectin
g to
o m
uch
of th
eir
child
. The
y,
like
pare
nts
of a
ll ot
her
child
ren,
mus
t con
tinue
in th
eir
effo
rts
to le
arn
how
thei
r
child
lear
ns a
nd h
ow h
e ca
n m
ost e
ffici
ently
bec
ome
his
best
uni
que
self.
The
vis
ually
impa
ired
child
nee
ds m
ore
help
than
the
sigh
ted
child
to b
ecom
e an
incr
easi
ngly
res
pons
ible
and
cap
able
per
son.
He
need
s to
be
activ
ely
invo
lved
with
his
mot
her
as s
he w
orks
aro
und
the
hous
e. H
e m
ust b
e to
ld w
hat s
he is
doi
ng. H
e
mus
t be
"sho
wn"
and
he
mus
t be
give
n tim
e to
rea
lly "
look
." H
e m
ust b
e gi
ven
sim
ple
task
s to
do.
He
can
lear
n to
get
his
ow
n to
ys, t
o pu
t the
m a
way
, to
put h
is
clot
hes
ina
cert
ain
spot
whe
n he
take
s th
em o
ff, to
hel
p w
ash
dish
es, t
o se
t the
tabl
e, to
mak
e hi
s ow
n be
d, to
hel
p w
ith th
e ya
rd w
ork.
Suc
h le
arni
ngs
will
ena
ble
him
to fe
el h
imse
lf a
usef
ul h
ouse
hold
mem
ber.
The
chi
ld w
ho is
vis
ually
impa
ired
may
nee
d m
ore
than
the
usua
l hel
p in
mee
ting
and
lear
ning
to p
lay
with
oth
er c
hild
ren.
Firs
t of a
ll, h
is c
onta
cts
with
them
cal
l for
mor
e pl
anni
ng. H
e is
less
like
ly to
beg
in th
em o
n hi
s ow
n si
nce
visi
on p
lays
a h
eavy
part
in th
is r
egar
d. S
econ
dly,
itis
nat
ural
, at f
irst t
houg
ht, t
o fe
el o
verly
-pro
tect
ive
with
this
you
ngst
er. A
nxie
ties
abou
t his
saf
ety,
that
he
have
his
sha
re, t
hat h
e be
trea
ted
fairl
y lo
om. A
war
enes
s of
thes
e co
ncer
ns c
an e
nabl
e on
e to
wor
k ou
t way
s
to m
anag
e so
that
the
visu
ally
impa
ired
child
will
lear
n to
be
with
, app
reci
ate
and
enjo
y ot
hers
as
wel
l as
deve
lop
incr
easi
ng a
bilit
y to
do
so o
n hi
s ow
n.
35
likes
toha
velit
tleho
useh
old
resp
onsi
bilit
ies
beco
mes
mor
e re
sist
ant t
o au
thor
-ity
,ur
geto
plea
sead
ults
less
ens
goes
on
erra
nds
outs
ide
hom
e
can
put a
way
toys
,pe
rson
albe
long
ings
, han
g up
clo
thes
isin
crea
sing
ly w
ell a
djus
ted
tole
avin
g pa
rent
s
gets
aro
und
neig
hbor
hood
inde
-pe
nden
tly, t
houg
hne
edw
atch
ing
cros
sing
str
eets
ism
ore
prot
ectiv
e of
;:oun
ger
brot
her,
sist
er,
alth
ough
not
depe
ndab
le in
taki
ng c
are
ofth
em
likes
fam
ily e
xcur
sion
s, o
utin
gs
mor
e se
nsiti
veto
rea
ctio
ns o
fot
hers
resp
onds
neg
ativ
ely
to p
ress
ure,
apt t
o be
com
e ru
de o
r su
lkw
hen
criti
cize
d or
pun
ishe
d
can
help
aro
und
hous
ean
d ya
rdw
ithsi
mpl
eta
sks
and
resp
onsi
bilit
ies
can
run
erra
nds
with
res
pon-
sibi
lity
for
smal
lsu
ms
ofm
oney
can
go a
lone
or
with
frie
nd to
scho
ol, c
hurc
h, s
tore
eve
n if
stre
ets
are
cros
sed
36
4104
.6*.
PY
"
2. W
ith r
egar
d to
pla
y (t
hrou
gh w
hich
child
ren
incr
easi
ngly
inte
ract
with
othe
rsan
dbe
com
eac
quai
nted
with
thei
r w
orld
)
The
Chi
ld:
play
sw
ith o
wn
hand
s,fin
gers
,h
olds
toys
and
play
sw
ithra
ttle
can
amus
e se
lfal
one
for
som
em
inut
es
bang
s to
ys
resp
onds
to m
usic
exam
ines
toys
, mov
es th
em fr
ompl
ace
to p
lace
hugs
doll
orst
uffe
dan
imal
,ca
rrie
s it
arou
nd
likes
topl
ayw
ithsa
nd, m
ud,
wat
er; l
ikes
to p
our
them
; lat
ercr
eate
s w
ith th
em
play
s on
sol
itary
leve
l at f
irst,
then
dev
elop
s aw
aren
ess
ofot
her
child
ren,
but
doe
s no
tpl
ay w
ith th
em
can
figur
e ou
t way
s to
ove
rcom
eso
me
obst
acle
s (s
uch
as c
lose
ddo
ors)
avoi
ds s
impl
e ha
zard
s
is b
egin
ning
to c
laim
cer
tain
poss
essi
ons
as h
is o
wn
show
s to
ys o
r of
fers
them
toso
meo
ne e
lse
as m
eans
of
soci
al c
onta
ct
2. T
here
are
som
e sp
ecia
l poi
nts
to n
ote
impa
ired,
am
ong
whi
ch th
e fo
llow
ing
bed,
toys
whi
ch m
ake
nois
e an
d ar
e in
arou
nd h
im. H
is m
ovem
ents
of h
ands
,
sens
atio
ns in
side
and
out
side
him
self.
the
wor
ld a
roun
d hi
m. W
hen
the
yo
with
whi
ch h
e is
pla
ying
) an
d th
e a
help
ed to
look
for
itas
appr
opria
t
even
tual
ly le
arns
that
thin
gs d
ropp
ed
thro
ugh
his
own
actio
ns.
egar
ding
the
play
of t
he c
hild
who
is v
isua
lly
re s
alie
nt. W
hile
the
infa
nt is
stil
lin
his
bab
y
:ere
stin
g to
touc
h sh
ould
be
plac
ed a
bove
and
feet
, and
bod
y w
ill c
ause
the
soun
ds a
nd g
ive
The
se w
ill m
otiv
ate
him
to fu
rthe
r in
vest
igat
e
ings
ter
drop
s a
toy
(for
exa
mpl
e, th
e ra
ttle
lult
is th
ere
to n
otic
e, th
e ch
ild s
houl
d be
in te
rms
of h
is fu
nctio
ning
leve
l) un
til h
e
do n
ot s
impl
e di
sapp
ear
but c
an b
e fo
und
The
vis
ually
impa
ired
child
nee
ds to
I:
he c
an b
e he
lped
to tu
rn to
war
d a
cert
help
) to
rea
ch in
the
dire
ctio
n of
the
am to
follo
w s
ound
. Whe
n he
is q
uite
sm
all,
in s
ound
. As
time
pass
es, h
e ca
n le
arn
(with
soun
d. T
hrou
gh m
any
cont
acts
with
obj
ects
and
thei
r so
unds
, he
can
lear
n th
at c
erta
in s
ound
s an
d ob
ject
s go
toge
ther
. Ove
r a
perio
d
of ti
me,
he
will
beg
in to
dev
elop
like
s an
d di
slik
es r
egar
ding
mat
eria
ls a
nd a
ctiv
ities
,
as is
true
of c
hild
ren,
gen
eral
ly.
In c
hoos
ing
toys
for
the
visu
ally
impz
ired
child
itis
impo
rtan
t to
look
for
thos
e
whi
ch a
re in
tere
stin
g to
the
touc
h, to
mus
cula
r fe
el, t
o he
arin
g an
d to
sm
ell,
as w
ell
as to
wha
teve
r re
mai
ning
vis
ion
he m
ay h
ave.
Som
etim
es a
toy
can
be c
hang
ed to
bette
r se
rve
this
you
ngst
er's
nee
ds. T
he a
dditi
on o
f a d
iffer
ent t
extu
re (
or a
bel
l, as
disc
usse
d ea
rlier
) m
ay b
e ap
prop
riate
. V/h
ile th
ere
are
man
y su
itabl
e to
ys w
hich
can
be b
ough
t or
mad
e at
hom
e, th
e vi
sual
ly im
paire
d ch
ild w
ill a
lso
enjo
y ho
useh
old
obje
cts
such
as
pots
and
pan
s, a
s do
mos
t chi
ldre
n. C
ardb
oard
box
es, w
axed
pap
er,
ice
cube
tray
s,ol
d sp
ools
and
jar
Iis
can
beco
me
exce
llent
pla
y th
ings
. Whe
re 37
Like
s to
pla
y ne
ar o
ther
chi
ldre
n,of
ten
doin
g th
e sa
me
thin
g,bu
t doe
s no
t pla
y co
oper
ativ
ely
enga
ges
in im
agin
ativ
e pl
ay (
such
as p
uttin
g do
ll to
bed
, fee
ding
stuf
fed
anim
als)
initi
ates
ow
n pl
ay w
hen
give
n in
tere
stin
g m
ater
ials
38
help
s pu
t thi
ngs
away
, can
car
rybr
eaka
ble
obje
cts
begi
ns to
take
turn
s, s
hare
inpl
ay w
ith o
ther
chi
ldre
n
ofte
n ha
s id
eas
too
com
plic
ated
for
him
to c
arry
out
play
s co
oper
ativ
ely
with
oth
erch
ildre
n, k
now
s to
take
turn
s,sh
are,
thou
gh m
ay n
ot a
lway
sdo
so
poss
ible
, toy
s w
hich
ser
ve s
ever
al p
urpo
ses
shou
ld b
e ch
osen
. Not
onl
y do
es th
is g
ive
mor
e ra
nge
of u
se fo
r a
long
er ti
me,
it a
lso
enab
les
the
child
who
use
s a
give
n to
y
to s
ee th
at h
e ca
n ca
use
diffe
rent
thin
gs to
hap
pen
with
the
sam
e ob
ject
. For
exam
ple,
a s
ingi
ng to
p ca
n fir
st b
e ro
lled,
felt,
or
bang
ed. L
ater
, it c
an b
e pu
shed
dow
n on
and
spu
n, w
ith a
spe
cial
noi
se r
esift
ing.
As
the
visu
ally
impa
ired
child
bec
omes
old
e
to p
ut th
em a
way
whe
n he
is th
roug
h w
i
abili
ty to
am
use
him
self
and
to k
eep
him
se
and
plac
es to
kee
p th
em, h
e ne
eds
cert
ain
help
him
feel
mor
e an
indi
vidu
al a
nd m
ore
and
tow
el, e
ach
with
in e
asy
reac
h ar
e a
he
for
putti
ng a
way
clo
thes
whi
ch h
ave
been
m
his
easy
iden
tific
atio
n of
them
, are
impo
rtan
t
for
him
self.
..,he
can
lear
n to
find
his
ow
n to
ys a
nd
th th
em.
In th
is w
ay, h
e in
crea
ses
his
If bu
sy. B
esid
es n
eedi
ng to
ys o
f his
ow
n
Dth
er p
osse
ssio
ns o
f his
ow
n w
hich
will
wor
thw
hile
. Hav
ing
his
own
coat
hoo
k
p. H
is o
wn
part
of a
clo
set o
r dr
awer
s
arke
d w
ith a
but
ton
or o
ther
obj
ect f
or
to h
is le
arni
ng to
ass
ume
resp
onsi
bilit
y
Chi
ldre
n of
ten
like
to p
lay
at k
eepi
ng h
ouse
thes
e ac
tiviti
es th
ey a
cqui
re b
asic
lear
ning
s.
diffe
rent
, but
nee
ds m
any
mor
e co
nsci
ousl
y
wha
t is
invo
lved
in s
uch
task
s as
dus
ting,
w
raki
ng, e
tc. H
e ne
eds
to b
e en
cour
aged
to a
thin
gs. H
e ne
eds
coun
tless
opp
ortu
nitie
s to
u
or a
t doi
ng h
ouse
hold
thin
gs. T
hrou
gh
he c
hild
who
is v
isua
lly im
paire
d is
no
plan
ned
oppo
rtun
ities
for
obse
rvin
g
tshi
ng d
ishe
s, d
oing
laun
dry,
sw
eepi
ng,
com
pany
the
adul
t who
is d
oing
thes
e
Ider
stan
d w
hat i
s be
ing
done
and
why
.
Dol
l pla
y, in
the
usua
l sen
se (
the
doll
used
an
d tr
eate
d as
a p
erso
n) c
omes
nat
ural
ly
pref
ers
child
ren
to a
dults
pref
ers
to p
lay
in a
gro
up, b
utof
ten
has
a sp
ecia
l frie
nd
may
ofte
n br
ag, e
xagg
erat
e to
othe
r ch
ildre
n
with
spe
cial
gui
danc
e, w
ill a
void
inte
rrup
ting
play
or
conv
ersa
-tio
n of
oth
er c
hild
ren
likes
to s
ing,
dan
ce, p
lay
reco
rds
part
icip
ates
in s
ingi
ng g
ames
and
dram
atic
pla
y
likes
to "
dres
s up
" in
adu
ltcl
othe
s
adju
sts
read
ily to
gro
up s
itu-
atio
ns, h
as le
arne
d to
coop
erat
e, k
now
s rig
hts
ofot
hers
play
s ac
tive
gam
es o
f a c
om-
petit
ive
natu
re s
uch
as ta
g
acce
pts
adul
t sup
ervi
sion
bet
ter,
is m
ore
inte
rest
ed in
con
form
ing
to r
ules
, reg
ulat
ions
is s
purr
ed o
n by
com
petit
ion
enga
ges
in r
ough
and
tum
ble
play
, lik
es s
tunt
s, g
ymna
stic
s,ph
ysic
al a
ctiv
ity
seek
s an
d fin
ds o
wn
frie
nds
is m
ore
aggr
essi
ve, i
ndep
ende
nt in
grou
p, d
isag
rees
mor
e w
ithot
her
child
ren
sinc
e he
now
has
idea
s of
his
ow
n
to m
ost s
ight
ed c
hild
ren
at a
you
ng a
ge.
whe
ther
dol
ls o
r ca
rs, h
ave
little
mea
ning
, in
visu
ally
impa
ired
child
ren.
The
y ar
e no
t abl
e t
thes
e sm
all o
bjec
ts r
epre
sent
sin
ce th
e id
eas
o
they
hav
e be
en e
xper
ienc
ed d
irect
ly m
any
tim
very
pro
babl
y,at
first
,ha
ve v
alue
s an
d m
child
ren
quite
diff
eren
t fro
m th
ose
for
mos
t
feel
of a
doll,
its s
hape
and
the
soun
d it
initi
ally
, ove
r fe
edin
g th
e do
ll, p
uttin
g it
to s
lee
A r
easo
nabl
e am
ount
of n
oise
, dirt
and
mes
si
whe
re th
e vi
sual
ly im
paire
d ch
ildis
con
cern
e
espe
cial
ly, t
houg
h th
e fe
elin
gs o
f his
fam
ily h
beco
mes
acq
uain
ted
with
cer
tain
mat
eria
ls a
n
they
mak
e. In
ord
er fo
r hi
m to
beg
in to
kno
snow
, dry
leav
es, p
aint
, etc
., he
will
hav
e to
old
clot
hes
by th
e lit
tle o
ne a
nd th
e us
e of
new
spap
ers
and
pape
r to
wel
s w
ill h
elp
mak
e th
muc
h m
ore
bear
able
to th
ose
in h
is h
ouse
hold
.
Cer
tain
thin
gs w
hich
the
sigh
ted
child
imita
tes
th
intr
oduc
ed to
the
visu
ally
impa
ired
child
by
t
muc
h pr
actic
e m
ay n
eed
to fo
llow
. The
se a
c
open
a d
oor,
ope
ning
and
clo
sing
dra
wer
s, c
a
putti
ng th
ings
aw
ay, u
nlat
chin
g, p
icki
ng u
p ob
je
ery
smal
l lik
enes
ses
of r
eal o
bjec
ts,
he u
sual
ly u
nder
stoo
d w
ay, t
o yo
ung
) un
ders
tand
, with
thei
r fin
gers
, wha
t
the
real
obj
ects
are
not
cle
ar u
ntil
s.E
arly
dol
l and
car
pla
y, th
en, w
ill
anin
gs fo
r yo
ung
visu
ally
impa
ired
iight
ed y
oung
ster
s. F
or e
xam
ple,
the
lake
s w
ould
pro
babl
y ta
ke p
riorit
y,
3,et
c.
less
mus
t be
expe
cted
, eve
n de
sire
d,
I(r
easo
nabl
e in
term
s of
the
child
,
:re
to b
e co
nsid
ered
, too
). T
he c
hild
Iob
ject
s ch
iefly
thro
ugh
the
nois
es
such
mat
eria
ls a
s m
ud, s
and,
wat
er,
eel a
nd s
mel
l the
m. T
he w
earin
g of
"pro
tect
ors"
and
"cl
eane
rs"
such
as
se n
eces
sary
and
val
uabl
e ex
perie
nces
ough
obs
ervi
ng v
isua
lly w
ill h
ave
to b
e
e ad
ults
aro
und
him
. In
som
e ca
ses,
:iviti
es in
clud
e tu
rnin
g th
e kn
ob to
ryin
g, s
ettin
g do
wn
wha
t is
carr
ied,
..ts
whi
ch h
ave
drop
ped,
pou
ring.
39
begi
ns to
diff
eren
tiate
reg
ardi
ngpl
ay in
tere
sts
in te
rms
of s
ex
e ve
ry m
uch
likes
todr
amat
ize,
pret
end
is m
ore
sens
itive
to a
dults
're
actio
ns
Itis
are
al te
mpt
atio
n to
use
rec
ords
,ra
dio
visu
ally
impa
ired
youn
gste
r. H
e w
ill p
roba
bly
sh
age,
as
do m
ost c
hild
ren.
Adu
lts a
roun
d hi
m,
resu
lt, m
ay o
vere
xpos
e th
e ch
ild b
y le
avin
g hi
m
with
the
cons
tant
soun
dof
mus
icor
the
surr
ound
ing
him
. Sel
ecte
d re
cord
s, p
artic
ular
ly, c
but p
oor
choi
ces
or in
disc
rimin
ate
use
can
do
play
ing
of r
adio
, TV
, or
reco
rds
can
be a
hi
impa
ired
child
, esp
ecia
lly, n
eeds
muc
h m
ore
t
men
t." F
or h
im,
itis
vita
l to
have
man
y ch
hand
and
in a
n ac
tive,
adu
lt-sh
own
way
.
and
tele
visi
on to
exc
ess
with
the
ow in
tere
st in
thes
e fr
om a
n ea
rly
not k
now
ing
the
dam
age
that
can
alon
e in
his
bab
y be
d or
pla
y pe
n,
hum
an v
oice
via
artif
icia
lm
edia
n br
ing
plea
sure
and
teac
h, a
s w
e!I;
nore
har
m th
an g
ood.
The
con
stan
t
hly
unre
al e
xper
ienc
e. T
he v
isua
lly
Ian
this
kin
d of
pas
sive
"en
tert
ain-
nces
to g
et to
kno
w h
is w
orld
firs
t%
SE
LF-C
AR
E S
KIL
LS
Atta
inin
g se
lf-ca
re s
kills
is o
f gre
at
impo
rtan
ce to
any
chi
ld. T
here
isa
cert
ain
conf
iden
ce in
him
self
whi
ch a
youn
gste
r ga
ins
by k
now
ing
he c
an
take
car
e of
his
ow
n ba
sic
need
s. It
is
esse
ntia
lth
atth
isse
lf-co
nfid
ence
,
base
don
real
ity,
grow
stea
dily
in
posi
tive
dire
ctio
ns.
The
vis
ually
im-
paire
d yo
ungs
ter
can
have
the
sam
e
feel
ing
ofse
lf-co
nfid
ence
appr
ecia
ted
and
enjo
yed
by th
e si
ghte
d ch
ild. T
o
lear
n it
he m
ust h
ave
from
his
par
ents
and
othe
rs m
ore
plan
ning
, mor
e sh
ow-
ing
and
mor
e co
nsci
ous
effo
rt. W
ise
use
of w
ords
inte
rms
of r
elat
ing
actio
nsan
dth
ings
can
incr
ease
lang
uage
deve
lopm
ent
and
enab
le
lear
ning
in s
ever
al w
ays,
sim
ulta
neou
s-
ly.
1. W
ith r
egar
d to
eat
ing
The
Chi
ld:
requ
ires
nic,
,:rt
feed
ing,
plus
day
;
late
r, d
ay fe
edin
g, o
nly
reco
gniz
esbo
ttle,
incr
ease
s
1. T
he in
fant
with
impa
ired
visi
onne
ed' t
o be
hel
ped
to r
ecog
nize
his
bot
tle.
The
repe
atin
g of
a fe
w s
imila
r w
ords
eac
h tim
eit
is p
lace
d in
his
mou
th o
r ha
nds
will
enco
urag
e su
ch r
ecog
nitio
n.H
e w
ill b
e al
erte
d by
tone
of v
oice
and
ove
rall
man
ner
even
thou
gh h
e do
es n
ot y
etun
ders
ta d
the
wor
ds. P
laci
ng h
is h
ands
on
the
bottl
e
will
hel
p hi
m a
ssoc
iate
this
touc
habl
e o
iject
with
the
milk
that
he
is g
ettin
g.
41
0L
4 ,7
77,
7.7.
ar,c
""r,
o
activ
ityat
sigh
tof
it;la
ter,
hold
s it
puck
ers
mou
th fo
r fo
od
feed
sse
lfto
ast,
crac
kers
(mun
ches
)
rubs
spo
on a
nd p
uts
it to
mou
th
for
licki
ng
a ch
ews
and
swal
low
s so
lid fo
od
atte
mpt
s to
feed
sel
f with
spo
on
uses
spo
on, s
ome
sr
disc
rimin
ates
food
from
oth
er o
b-
ject
s
a ca
n fe
edse
lfw
ell
with
spo
on;
begi
ns to
use
fork
can
serv
e se
lf
likes
to h
elp
choo
se th
e fo
ods
he
eats
can
eat a
t fam
ily ta
ble
with
out
dem
andi
ng to
o m
uch
atte
ntio
n
uses
kni
fe fo
r sp
read
ing
uses
app
ropr
iate
tabl
e m
anne
rs
With
reg
ard
to d
rinki
ng
The
Chi
ld:
drin
ks fr
om c
up
hold
s cu
p, g
lass
whe
n dr
inki
ng
It is
ext
rem
ely
impo
rtan
t tha
t the
vis
ually
iIp
aire
d ch
ild b
e he
ld b
y hi
s m
othe
r (o
r
"car
ing
adul
t")
whi
le h
e ta
kes
the
bottl
e. In
this
way
, a w
arm
rel
atio
nshi
p be
gins
to
deve
lop
and
rece
ivin
g of
food
is ti
ed in
wi h
the
rela
tions
hip.
If th
e ch
ildca
nnot
see
and
is n
ot h
eld,
a b
ottle
has
no
sour
cend
may
wel
l see
m to
be
com
ing
out o
f
the
air.
In m
ost c
ases
, the
vis
ually
impa
i ed
child
can
lear
n to
che
w a
ndca
n
prog
ress
to s
olid
food
s ju
st a
s ca
n an
y ch
ildIt
mus
t be
rem
embe
red,
how
ever
, tha
t
he is
not
obs
ervi
ng w
hat o
ther
s ar
e do
ing
a id
mus
t be
help
edto
take
cer
tain
bas
ic
step
s. A
s so
on a
s th
e yo
ungs
ter
begi
ns to
s t,
fing
er fo
ods
shou
ld b
e pl
aced
on h
is
tray
whe
re h
e ca
n fin
d th
em a
nd p
ick
them
up.
The
y ca
n be
put
into
his
han
d an
d
excl
amat
ions
mad
e (h
ugs
give
n, to
o) o
ver
h s
brin
ging
them
to h
is m
outh
. To
lear
n
use
of th
e cu
p, th
e ha
nds
of th
e vi
sual
ly i
ipai
red
youn
gste
r w
ill n
eed
to b
e sh
own
the
cup
empt
y fir
st a
nd th
en w
ith a
littl
eIi
-;sl
id in
it, s
o th
at h
e ca
n ex
plor
e it
and
get a
cqua
inte
d w
ithit.
Late
r, h
e w
ill n
eed
to b
e sh
own,
thro
ugh
anot
her's
han
ds
over
his
, how
to p
ick
it up
and
lift
it to
is m
outh
, the
n ho
w to
pla
ce it
aga
in o
n
a tr
ay o
r ot
her
surf
ace.
The
rig
ht ti
me
f r u
sing
the
spoo
n is
det
erm
ined
by
the
youn
gste
r's a
bilit
y to
gra
sp a
nd m
ove
it ab
o it
in a
mor
e or
less
dire
cted
man
ner.
At
this
tim
e, h
e w
ill h
ave
to b
e sh
own
how
3 m
anag
e it,
pro
babl
y th
roug
h an
othe
r's
hand
s pl
aced
ove
r hi
s he
lpin
g hi
m g
o th
ro u
gh th
ene
cess
ary
mot
ions
. Thi
s in
stru
c-
tion,
as
is tr
ue o
f all
thin
gs s
how
n an
d ta
u i,h
t, sh
ould
be
done
a lit
tle a
t a ti
me,
in
a re
laxe
d, e
asy
way
. The
re is
no
need
to p
t pr
essu
re o
n th
e yo
ung
lear
ner;
itca
n
do m
uch
harm
. Whe
n he
is ti
red
or if
his
aach
er is
, a b
reak
is n
eede
d. in
stru
ctio
n
can
begi
n ag
ain
late
r.It
mus
t be
rem
embe
r- I
that
"m
essi
ness
" is
nec
essa
ry to
ever
y
child
's le
arni
ng. W
ith th
e vi
sual
ly im
paire
d ch
Id, t
his
is e
ven
mor
e tr
ue. H
e m
ust b
e
able
to tr
y ou
t, to
exp
lore
, to
know
in w
ys
whi
ch m
ake
sens
e to
him
, chi
efly
thro
ugh
touc
hing
and
feel
ing.
Foo
ds m
ust b
4 ex
plor
ed w
ith fi
nger
s an
dm
ust b
e
look
ed a
t in
thei
r di
ffere
nt s
tate
s (r
aw, c
ooke
d, m
ashe
d, e
tc.)
Oth
erw
ise,
how
can
they
be
seen
? W
ithou
t vis
ion
guid
ing
hand
act
ions
, so
muc
hm
ore
prac
tice
is n
eede
d
s dr
inks
from
cup
, gla
ss h
oldi
ng it
I
him
self
(bot
hha
nds,
usua
lly,
som
e sp
illin
g)
can
hold
smal
lgl
ass
with
one
hand
drin
ksfr
omcu
p,gl
ass
with
out
help
; rep
lace
s it
on ta
ble
can
get d
rink
of w
ater
with
out
help
(can
pour
from
smal
l
pitc
her,
can
wip
e up
spill
ed
liqui
ds)
2. W
ith r
egar
d to
toile
t hab
its
The
Chi
ld:
has
incr
easi
ngly
mor
ere
gula
r
bow
el m
ovem
ents
begi
ns to
wai
t a r
easo
nabl
e tim
e
to b
e ta
ken
to b
athr
oom
tells
whe
n w
et
awak
ens
atni
ght,
crie
sto
be
chan
ged
usua
llyin
dica
tes
toile
tne
eds
(rar
ely
has
acci
dent
re:
bow
els)
; usu
ally
dry
at n
ight
if
take
n up
at p
aren
ts' b
edtim
e
mak
es d
efin
ite e
ffort
to p
ull o
r
push
dow
n un
fast
ened
pan
ties
befo
re th
e sp
oon
finds
the
dish
,th
e ha
nd fi
nds
the
cup.
Pre
para
tions
mad
e in
adva
nce
can
keep
situ
atio
ns c
ontr
olle
d.P
last
ic c
over
s, p
aper
tow
els,
old
clo
thes
unde
r an
d ar
ound
the
youn
gste
r's e
atin
gar
ea c
an h
old
in c
heck
wha
t mig
ht
othe
rwis
e be
com
eun
bear
able
. Thi
s ki
nd o
f adv
ance
act
ion,
cou
pled
with
the
real
izat
ion
that
mis
haps
and
unt
idin
ess
are
fore
-run
ners
of d
evel
opin
g "k
now
how
"
can
allo
w o
ne to
take
ple
asur
e in
the
child
as
he le
arns
.
2. W
ith r
egar
d to
toile
t hab
its, t
he c
hild
who
is v
isua
lly im
paire
d w
ill n
eed
muc
h m
ore
chan
ce to
look
with
his
han
ds a
t wha
t is
invo
lved
. He
will
nee
d to
see
on
wha
t he
is s
ittin
g, w
hat h
e is
wea
ring;
his
han
ds o
n an
othe
r's c
an b
egin
tono
tice
undr
essi
ng.
Ano
ther
's h
ands
ove
r hi
s ca
n sh
ow h
im h
ow to
hel
p pu
ll ga
rmen
ts d
own,
how
to
hold
toile
t pap
er fo
r w
ipin
g pu
rpos
es. T
here
mus
t be
an a
war
enes
s of
such
trou
ble
spot
s as
the
toile
t sea
t tha
t is
so h
igh
that
a c
hild
feel
ssu
spen
ded
in s
pace
bec
ause
his
feet
do
nct t
ouch
the
floor
whe
n he
is s
eate
d. E
ither
a lo
wer
arr
ange
men
t or
a
supp
ort u
nder
his
feet
and
at t
he s
ides
is c
alle
d fo
rin
this
inst
ance
. The
tim
e w
ill
prob
ably
com
e w
hen
the
visu
ally
impa
ired
child
beg
ins
to in
vest
igat
ehi
s bo
wel
mov
emen
ts, o
r ur
ine,
thro
ugh
look
ing
with
his
fing
ers.
Thi
s is
nat
ural
, sin
ce v
isio
n
cann
ot le
t him
kno
w. A
mat
ter-
of-f
act r
espo
nse
by th
e re
latin
g ad
ult i
s es
sent
ial.
Allo
wirg
him
to lo
ok fo
r a
shor
t tim
e, th
en e
xpla
inin
g to
him
in a
few
wor
ds th
at
thes
e ar
e th
ings
the
body
doe
s no
t nee
d as
it u
ses
food
to h
elp
one
grow
,w
ill g
ive
him
the
begi
nnin
g un
ders
tand
ing
he n
eeds
. By
the
time
his
hand
s ar
ew
ashe
d, h
e
will
be
read
y fo
r ot
her
inte
rest
s.
43
seld
om h
as to
ilet a
ccid
ents
if r
e-
min
ded
occa
sion
ally
may
go
alon
e,th
ough
need
ing
help
with
wip
ing
afte
r bo
wel
mov
emen
t
ison
his
own
inba
thro
om,
thou
ghso
met
imes
need
sre
-
min
ding
to g
o
can
usua
lly c
are
for
self
if ha
s to
go to
toile
t dur
ing
nigh
t
3. W
ith r
egar
d to
dre
ssin
g
The
Chi
ld:
pass
ivel
y co
oper
ates
whe
n be
ing
dres
sed
mak
esit
easi
er fo
r so
meo
ne to
help
him
by
hold
ing
still
or
by
exte
ndin
g ar
m o
r le
g
pulls
off
sock
s, s
hoes
as
act o
f
undr
essi
ng
activ
ely
coop
erat
es in
dre
ssin
g
can
rem
ove
mitt
ens,
soc
ks,
hat,
unfa
sten
zip
pers
actu
ally
assi
sts
indr
essi
ng,
pulls
on s
impl
e ga
rmen
ts
rem
oves
coat
,si
mpl
ega
rmen
t,
44
1
3. T
he v
isua
lly im
paire
d ch
ild w
ill n
eed
mor
e m
otiv
atio
n, e
ncou
rage
men
t and
inst
ruc-
tion
than
will
the
norm
ally
sig
hted
chi
ld in
lear
ning
how
to d
ress
him
self.
The
carin
g ad
ults
' pur
pose
ful i
nvol
vem
ent o
f the
chi
ld in
taki
ng o
ff th
en p
uttin
g on
his
clot
hes
will
aw
aken
the
youn
gste
r's in
tere
st. A
dult
hand
s on
his
, hel
ping
his
han
ds
take
off
a ha
t, so
cks,
sho
es, p
ull d
own
pant
ies,
will
giv
e hi
m h
is fi
rst n
otio
ns o
f
wha
t to
do. P
uttin
g on
will
com
e a
little
late
r bu
t will
impr
ove
from
the
sam
e
met
hods
.A
ctio
ns c
allin
gfo
rsm
alle
r an
d m
ore
exac
t mov
emen
ts (
unbu
ttoni
ng,
butto
ning
, unz
ippi
ng, z
ippi
ng)
will
com
e st
illla
ter.
TF
iw
ill r
equi
re p
ract
ice,
firs
t
with
ver
y la
rge
butto
ns a
nd z
ippe
rs, t
hen
with
incr
easi
ngly
sm
alle
r on
es.
puts
on
shoe
s,un
butto
ns b
ut-
tons
can
put o
n co
at if
give
n in
rig
ht
posi
tion
dist
ingu
ishe
s fr
ont f
rom
bac
k of
clot
hes
can
dres
s,un
dres
s w
ith o
nly
a
little
help
re:
layi
ngou
t
clot
hes
and
diffi
cult
fast
enin
gs
can
lace
sho
es
dres
ses,
und
ress
es w
ithou
t hel
p
is m
ore
cons
ciou
s of
ow
nbo
dy;
wai
ts p
rivac
y
ties
shoe
lace
s
4. W
ith r
egar
d to
was
hing
The
Chi
ld:
trie
s to
was
h ha
nds
can
was
h, d
ryha
nds
(may
nee
d
"tou
chin
g up
")
drie
s ow
n ha
nds
was
hes,
drie
sfa
cean
dha
nds,
brus
hes
teet
h(w
itha
little
help
)
help
s ba
the
self
bath
es e
n ow
n
4 W
ashi
ng o
nes
self
hand
sfir
st, t
hen
face
and
late
r,on
e's
who
le b
ody,
is la
mm
ed b
it
by b
it,fr
om th
e ea
sier
par
t to
the
hard
er. S
uper
ficia
l and
lim
ited
clea
nlin
ess
is
acco
mpl
ishe
d fir
st, t
he m
ore
com
plex
skill
s ar
e de
velo
ped
late
r.W
hen
hand
was
hing
is th
ough
t of,
for
exam
ple,
it be
com
es e
vide
nt th
at m
uch
is in
volv
edw
ater
, soa
p,
tow
el, s
oapi
ng, r
insi
ng a
nddr
ying
. The
car
ing
adul
t wou
ldhe
lp th
e yo
ungs
ter
with
the
first
mai
n ta
sk o
fw
ettin
g ha
nds
and
rubb
ing
and
rinsi
ng a
nd d
ryin
g sh
ould
usua
lly b
e sh
own
child
's.
Late
r, th
e di
men
sion
s of
the
task
can
be
supp
ly, f
indi
ng a
nd r
epla
cing
soa
pan
d to
wel
, etc
.
on s
oap.
Spr
eadi
ngof
the
soap
with
the
othe
r's h
ands
on
the
exte
nded
to d
raw
ing
the
wat
er
5. W
ith r
egar
d to
sle
epin
g
The
Chi
ld:
dela
ys s
leep
by
calli
ng fo
r dr
ink
or a
skin
g to
go
to b
athr
oom
may
hav
eco
mpl
icat
edbe
dtim
e
rout
ine
to d
elay
get
ting
to b
ed
mak
es e
xcus
es to
del
ay b
edtim
e
norm
ally
sle
eps
thro
ugh
nigh
t
nigh
tmar
esno
t unc
omm
on, b
ut
child
usu
ally
can
tell
wha
t has
both
ered
him
can
get r
eady
for
bed,
but
like
s
to h
ave
mot
her
or o
ther
clo
se
adul
t nea
r
can
go to
bed
alo
ne, t
houg
h lik
es
to b
e tu
cked
in a
nd h
ave
a
good
nigh
t "ch
at"
INT
ELL
EC
TU
AL
GR
OW
TH
AN
DD
EV
ELO
PM
EN
T
5. E
ven
thou
gh th
e vi
sual
ly im
paire
d ch
ild m
ay n
ot b
e ab
le to
see
ligh
t and
dar
k, h
e
will
lear
n th
e cy
cle
of d
ay a
nd n
ight
thro
ugh
the
actio
ns a
nd w
ords
of h
is fa
mily
.
Som
etim
es it
is fe
ared
that
he
will
sle
ep to
o m
uch.
It h
as b
een
foun
d, h
owev
er,
that
the
child
who
has
bee
n he
lped
tore
aliz
e th
at h
is w
orld
is a
n in
tere
stin
g,
chee
rful
pla
ce w
ill w
ant t
o be
a p
art o
f it t
hrou
gh th
e rig
ht s
ched
ule
of a
wak
enes
s
and
slee
p w
heth
er h
e is
vis
ually
impa
ired
or n
ot.
Stu
dies
indi
cate
that
chi
ldre
n be
gin
to d
evel
op a
sen
se o
f
purp
ose
durin
g ea
rlies
t inf
ancy
. Thi
s se
nse
of p
urpo
se is
aki
n to
the
sim
ples
t kin
d of
thin
king
; it
is o
f the
nat
ure
of r
espo
nse
to
a st
imul
us (
to s
ound
, sig
ht, s
mel
l, to
uch,
tast
e, m
ovem
ent)
. As
boys
and
girl
s be
com
e ol
der,
the
stim
ulus
and
res
pons
e be
com
e
dire
cted
tow
ard
abst
ract
as
wel
l as
conc
rete
exp
erie
nces
.
Mor
e is
kno
wn
toda
y th
an p
revi
ousl
y ab
out h
ow c
hild
ren
46
lear
n, th
ough
muc
h re
mai
ns w
hich
we
do n
ot k
now
.It
now
seem
s re
lativ
ely
cert
ain
that
chi
ldre
n le
arn:
thro
ugh
usin
gal
lth
eir
sens
es:-
(som
etim
es to
geth
erso
me-
times
com
bine
d,tw
oor
mor
e;us
ually
one
sens
e
pred
omin
ates
)
by d
oing
afte
r a
cert
ain
amou
nt o
f wat
chin
g ot
hers
do
thro
ugh
lang
uage
by h
earin
g ot
hers
talk
abo
ut w
hat t
hey
do, t
hink
, fee
l
thro
ugh
play
givi
ng c
hanc
e to
"ac
t" a
s ad
ults
, usi
ng m
ore
mus
cles
and
sol
ving
mor
e pr
oble
ms,
bec
omin
g m
ore
soci
al
thro
ugh
aski
ng q
uest
ions
and
inve
stig
atin
g
thro
ugh
doin
g in
crea
sing
ly c
ompl
icat
ed th
ings
in te
rms
of
DIR
EC
TIO
NS
IN W
HIC
H C
HIL
DR
EN
DE
VE
LOP
INT
ELL
EC
TU
ALL
Y
1. L
AN
GU
AG
E
The
Chi
ld:
mak
es s
mal
l, th
roat
yno
ises
; tur
nshe
ad to
sou
nds
give
s so
cial
sm
ile
laug
hs a
loud
mak
es in
crea
sed
varie
tyof
sou
nds
show
s ac
tive
inte
rest
inva
riety
of s
ound
s
liste
ns to
ow
n vo
ice
voca
lizes
whe
n cr
ying
("m
-m-m
")
"tal
ks"
to to
ys
initi
ates
soc
ial a
ppro
ach
voca
lly
copi
es s
ound
s w
hen
hear
sth
em
com
bine
s sy
llabl
es
pays
atte
ntio
n to
ow
nna
me,
to
"no-
no"
inhi
bits
sim
ple
acts
on
com
man
d
can
imita
te s
ome
fam
iliar
wor
ds
begi
ns to
use
sev
eral
wor
ds m
ean-
ingf
ully
mak
espo
sitiv
ere
spon
seto
com
man
d(w
illha
ndfa
mili
arob
ject
on
requ
est)
mus
cle
use,
em
otio
nal i
nvol
vem
ent,
thou
ght p
roce
sses
and
with
hel
p an
d en
cour
agem
ent f
rom
adu
lts w
ho c
are
CO
MM
EN
TS
SP
EC
IFIC
ALL
Y R
EG
AR
DIN
G T
HE
VIS
UA
LLY
IMP
AIR
ED
CH
ILD
1. L
angu
age
is e
ven
mor
e im
port
ant t
o th
e vi
sual
ly im
paire
dch
ild th
an to
oth
er
child
ren.
Afte
r ba
sic
lang
uage
has
bee
n at
tain
ed, l
angu
age
can
perh
aps
take
ove
r fo
r
visi
on in
org
aniz
ing
into
thou
ght w
hat t
he c
hild
has
exp
erie
nced
,if
the
expe
rienc
es
are
trul
y m
eani
ngfu
l one
s. A
s un
ders
tand
ing
ofla
rlgua
ge d
evel
ops,
so d
oes
the
abili
ty
to te
ach
ones
elf t
hrou
gh w
ords
and
to th
ink
with
wor
ds.
Som
e pa
rent
s ar
e na
tura
lly m
ore
talk
ativ
e th
an o
ther
s.V
isua
lly im
paire
d bo
ys a
nd
girls
hav
e to
hea
rsp
eech
or
they
are
cut
off
from
the
wor
ld a
roun
dth
em.
If
pare
nts
and
othe
rs in
a fa
mily
are
rela
tivel
y qu
iet a
nd r
elat
e m
ore
by g
estu
re th
an
by w
ords
they
mus
t mak
esp
ecia
lef
fort
sto
talk
mor
eas
thei
r m
eans
of
com
mun
icat
ion
with
the
visu
ally
impa
ired
youn
gste
r.A
t firs
t, w
hile
the
child
is s
till
an in
fant
, the
topi
c of
con
vers
atio
n is
not
wha
t is
impo
rtan
t Rat
her,
it is
hol
ding
him
,
lovi
ng h
im a
nd le
tting
him
hea
r a
fam
iliar
voi
ce. L
ater
, he
can
be ta
lked
to a
bout
his
expe
rienc
es.
Thi
ngs
and
actio
ns c
an b
e na
med
for
him
as
he e
ncou
nter
san
d/or
doe
s th
em. A
s
his
unde
rsta
ndin
g an
d vo
cabu
lary
gro
w, h
e w
ill b
e in
crea
sing
ly a
ble
to fo
llow
dire
ctio
ns, t
o do
sim
ple
actio
ns o
r to
ans
wer
sim
ple
ques
tions
.
Sin
ce th
e ch
ild w
ith li
ttle
or n
o vi
sion
cw
t./at
see
how
a p
erso
nfe
els
by th
e fa
cial
expr
essi
on o
r by
the
post
ure,
atti
tude
s an
d co
nditi
ons
mus
tbe
con
veye
d by
wor
ds.
47
chat
ters
and
bab
bles
unde
rsta
nds
som
e la
ngua
ge, o
ften
resp
onds
to s
uch
dire
ctio
ns a
s
"com
e he
re"
can
poin
tto
cert
ain
part
sof
body
!ear
s,ey
es,
nose
,et
c.)
and
fam
iliar
obj
ects
in r
oom
liste
ns to
rhy
mes
, son
gs, i
nter
est-
ing
soun
d re
petit
ions
for
shor
t
perio
ds
begi
nsto
look
sele
ctiv
ely
at
nict
ure
book
s
nam
esba
ll an
d ca
rrie
s ou
t tw
o
dire
ctio
ns
indi
cate
s ne
eds
or d
esire
s
uses
less
non
verb
al ja
rgon
has
incr
easi
ng v
ocab
ular
y, b
egin
s
tous
epr
onou
ns("
me,
""m
ine"
)
uses
two
and
thre
e w
ord
sen-
tenc
es, t
o ex
pres
s an
idea
unde
rsta
nds
sim
ple
dire
ctio
ns a
nd
requ
ests
conv
erse
s w
ith d
olls
and
sel
f (pe
r-
haps
muc
h ja
rgon
stil
l)
asks
nam
es o
f thi
ngs
liste
ns to
sim
ple
stor
ies
(esp
ecia
lly
48
In th
is w
ay, t
he c
hild
can
beg
in to
rea
lize
that
wor
ds a
pply
to m
ore
than
just
tho'
z:.
thin
gs w
hich
can
be
touc
hed
and
he c
an b
egin
to u
nder
stan
dw
hat f
eelin
gs a
re.
At f
irst,
alm
ost a
ny w
ords
will
do
in c
omm
unic
atin
g ve
rbal
ly w
ith th
e vi
sual
ly
impa
ired
child
, sin
ce e
ssen
tially
,it
is th
e w
arm
th o
f exp
ress
ion
that
the
child
hea
rs.
Rat
her
quic
kly,
how
ever
, the
chi
ld w
ill b
egin
to a
ctua
lly u
nder
stan
d th
e w
ords
, and
at th
is p
oint
,it
is im
port
ant t
hat w
ords
be
chos
en to
rel
ate
prec
isel
y to
act
ual
expe
rienc
es a
nd a
ctio
ns. F
or e
xam
ple,
lap
gam
es n
ot o
nly
have
the
valu
e of
phy
sica
l
cont
act b
etw
een
pare
nts
and
child
, the
y in
trod
uce
wor
dsre
late
d to
obj
ects
and
actio
ns.
"Pat
ty-c
ake"
and
"T
his
Littl
eP
ig"
are
good
exa
mpl
es. G
ames
invo
lvin
g
touc
hing
and
nam
ing
body
par
ts a
re e
xcel
lent
. Oth
er g
ames
sim
ilar
in p
rinci
ple
can
be in
vent
ed to
ser
ve a
par
ticul
ar le
arni
ng n
eed.
Tal
king
abo
ut e
xper
ienc
es a
s th
ey
occu
ris
esse
ntia
l.C
omm
ents
reg
ardi
ngfe
elin
gs,
attit
udes
,fa
cial
expr
essi
ons
are
impo
rtan
t,if
mad
e in
man
ner
suite
d to
the
child
con
cern
ed. T
alki
ng a
bout
a to
y
(how
itfe
els,
look
s, s
ound
s, s
mel
ls, a
nd w
hat i
tdo
es)
will
have
a li
ke e
ffect
.
Ver
bally
des
crib
ing
actio
ns a
s th
e ch
ild is
bat
hed
or a
s he
beg
ins
to w
ash
his
own
hand
s, m
akes
suc
h ex
perie
nces
mor
e he
lpfu
l to
him
.
Fre
quen
tly p
eopl
e w
onde
r if
they
sho
uld
use
wor
ds u
sual
ly th
ough
tof
in r
elat
ion
to
visi
on in
the
pres
ence
of t
heir
child
. Wor
ds s
uch
as s
ee a
nd lo
ok a
re c
omm
onw
ords
for
mos
t peo
ple
and
shou
ld c
erta
inly
be
free
ly u
sed.
As
the
child
bec
omes
old
er h
e
will
nee
d to
be
told
that
peo
ple
see
and
look
in d
iffer
ent w
ays;
som
eus
ing
thei
r
likes
thos
e fa
mili
ar)
uses
nam
es o
f fam
iliar
obj
ects
talk
sin
shor
tse
nten
ces,
uses
plur
als,
pas
t ten
se, p
repo
sitio
ns,
pers
onal
pro
noun
s
refe
rsto
self
as"I
,"ca
n
give
/iden
tify
sex
and
know
s
own
nam
e
obey
stw
opr
epos
ition
alco
m-
man
ds
give
s ac
tion
in p
ictu
re b
ooks
uses
lang
uage
eas
ily to
tell
stor
y
or to
rela
tean
idea
,fe
elin
g,
desi
re, o
r pr
oble
ms
liste
ns, a
nd c
an b
e re
ason
ed w
ith
verb
ally
isca
pabl
e of
spe
ech
unde
rsta
nd-
able
by
fam
ily a
nd b
y th
ose
outs
ide
nam
eson
eor
mor
eco
lors
corr
ectly
obey
sfiv
epr
epos
ition
alco
mm
ands
asks
end
less
que
stio
ns
spea
ks o
f im
agin
ary
cond
ition
s
ofte
n m
ixes
fact
and
fant
asy
calls
nam
es, b
rags
hand
s an
d fin
gers
, oth
ers
usin
g th
eir
eyes
. The
wor
ds s
uch
as b
lind
and
visu
ally
impa
ired
shou
ld b
e us
ed if
they
are
use
d ac
cura
tely
.If
a yo
ungs
ter
has
som
e si
ght,
he is
not
blin
d bu
t vis
ually
impa
ired.
The
rea
l wor
ld o
f man
y vi
sual
ly im
paire
d ch
ildre
nis
at f
irst o
nly
as fa
r as
thei
r
arm
s an
d ha
nds
can
reac
h. T
he s
ight
ed in
fant
"ta
lks"
to th
e to
y w
hich
he
sees
,
thou
gh it
may
be
lyin
g or
han
ging
wel
l bey
ond
his
reac
h. T
he v
isua
lly im
paire
d
youn
gste
r m
ay n
ot b
e aw
are
that
a to
y is
nea
rby,
unl
ess
itis
with
in a
rm's
rea
ch
and
he to
uche
s it.
Thi
s is
suf
ficie
nt r
easo
n fo
r pl
acin
g a
varie
ty o
f toy
s w
ithin
easy
findi
ng r
ange
and
for
teac
hing
the
child
to e
xplo
re th
e su
rrou
ndin
gar
ea in
ord
er to
see
wha
t is
ther
e.
If vi
sual
ly im
paire
d bo
ys a
nd g
irls
have
som
e vi
sion
, it i
s im
port
ant t
o fin
d ou
t in
wha
t way
s it
can
be m
ade
usef
ul in
lear
ning
.If
the
child
can
see
col
ors,
he
shou
ld
lear
n co
lors
;if
he c
an s
ee p
ictu
res
in b
ooks
, he
shou
ld b
e he
lped
in le
arni
ngto
reco
gniz
e w
hat t
he p
ictu
res
show
(st
artin
g w
ith th
eve
ry s
impl
est a
nd c
lear
est
illus
trat
ion)
. Sho
uld
he h
ave
very
littl
eor
no
usef
ul v
isio
n, s
impl
e bo
oks
can
be
mad
e w
hich
will
stim
ulat
e hi
s in
tere
st. T
he b
ooks
, at f
irst,
wou
ld h
ave
only
two
orth
ree
page
s w
ith c
over
s fo
rmed
from
cor
ruga
ted
boxe
s. O
n ea
chpa
ge c
ould
be
fast
ened
are
alob
ject
inte
rest
ing
to th
e to
uch
(blo
ck, c
otto
n, m
itten
)..
s th
e
youn
gste
r m
atur
es, t
hese
hom
emad
e bo
oks
can
beco
me
a lit
tle m
ore
elab
orat
e.
Wor
ds m
ay b
e us
ed to
teac
h ar
ithm
etic
idea
s bu
t the
chi
ld's
ver
bal i
nstr
uctio
n m
ust
49
incr
ease
svo
cabu
lary
thou
gh
wor
ds m
ay b
e m
isus
ed
asks
que
stio
ns a
bout
mea
ning
s
know
s fo
ur c
olor
s
carr
ies
out t
hree
dire
ctio
ns
tells
a lo
ng fa
mili
ar s
tory
can
coun
t as
man
y as
four
item
s
unde
rsta
nds
som
e ab
stra
ct w
ords
likes
to b
e re
ad to
, lik
es to
look
at b
ooks
inte
rest
ed in
num
bers
uses
conn
ectin
gw
ords
suc
has
"and
"to
mak
elo
nger
sent
ence
s
awar
eof
mis
take
sin
othe
rs'
s9ee
ch
apt t
o us
e sl
ang
can
use
tele
phon
e
unde
rsta
nds
seas
ons
of y
ear
and
basi
c tim
e in
terv
als
can
reco
gniz
epe
nnie
s,ni
ckel
s,
dim
es
can
tell
how
two
sim
ilar
obje
cts
diffe
r
can
coun
t mea
ning
fully
abo
ve 1
0
can
writ
e or
prin
t ow
n na
me
and
a fe
w o
ther
wor
ds
50
be a
ccom
pani
ed b
y th
e ex
perie
nce
of a
ctua
lly c
ount
ing
real
obj
ects
. Aw
aren
ess
of
how
man
y ha
nds
and
feet
can
com
e fir
st; t
hen,
how
man
y fin
gers
on
one
hand
or
how
man
y th
umbs
. Lat
er w
ill c
ome
the
coun
ting
of c
hairs
, toy
s an
d so
on.
Ski
lls h
avin
g to
do
with
suc
h ob
ject
s as
mon
ey a
nd th
e te
leph
one
can
be ta
ught
whe
n th
e ch
ildha
s go
od fi
nger
con
trol
as
wel
l as
the
awar
enes
s of
wha
t the
se
obje
cts
are
and
how
they
are
used
.R
epea
ted
dem
onst
ratio
ns o
f the
ir us
e w
ill
acce
lera
te th
e le
arni
ng p
roce
ss.
isbe
ginn
ing
todi
stin
guis
hie
ft
from
rig
ht o
n hi
mse
lf bu
t not
yet o
n ot
hers
2. F
I N
E M
OT
OR
(H
AN
D/E
YE
HA
ND
/EA
R/E
YE
)C
OO
RD
INA
TIO
N
The
Chi
ld:
can
fist h
ands
, cle
nch
on c
onta
ct
imm
edia
tely
dro
ps to
ys p
ut in
toha
nds
rega
rds
obje
cts
in li
ne o
f vis
ion
only
, fol
low
s ob
ject
to m
idlin
eof
bod
y
liste
ns to
bel
l by
redu
cing
gen
eral
activ
ity
enga
ges
hand
s at
mid
line
can
follo
w w
ith e
yes
a sl
owly
mov
ing
obje
ct
can
activ
ate
arm
s at
sig
htof
dang
ling
toy
uses
two-
hand
app
roac
h to
obje
cts,
scr
atch
es, c
lutc
hes
gras
ps w
ith p
alm
s, h
olds
smal
lob
ject
s
rega
rds
toy
in h
and,
take
s it
tom
outh
look
s fr
om h
and
to o
bjec
t whe
nsi
tting
atte
mpt
s to
reg
ain
lost
obj
ect
2,.If
a ch
ild h
as n
o vi
sion
, han
d an
d ey
e do
not
'wor
k to
geth
er. I
nste
ad, t
he e
ar a
nd
hand
mus
t lea
rn to
func
tion
as a
team
. Thi
s co
ordi
natio
n ca
n be
ach
ieve
d bu
t onl
y
thro
ugh
muc
h ex
perie
nce
and
at a
late
r tim
e in
a c
hild
's d
evel
opm
ent t
han
eye/
hand
coor
dina
tion.
Wha
teve
r vi
sion
the
child
has
sho
uld
be u
sed
to b
est a
dvan
tage
, and
may
be
enou
gh
to e
nabl
e hi
m to
dev
elop
eye
/han
d w
orki
ng to
geth
er in
cer
tain
situ
atio
ns a
nd a
t
cert
ain
dist
ance
s.
Of g
reat
impo
rtan
ce to
the
child
's le
arni
ng is
his
rel
atio
nshi
p w
ith a
car
ing
adul
t and
the
amou
nt o
f tim
e an
d in
tere
st th
ey s
hare
. The
vis
ually
impa
ired
child
, eve
n m
ore
than
mos
t, ne
eds
cons
ciou
s he
lp d
urin
g th
e ea
rly d
evel
opm
ent p
erio
d. H
e ne
eds
to
be s
timul
ated
in w
ays
of o
bser
ving
, esp
ecia
lly th
roug
h so
unds
, fee
ls, o
dors
, mov
e-
men
t.
The
vis
ually
impa
ired
youn
gste
r ha
s to
lear
n to
bec
ome
curio
us a
bout
the
wor
ld
arou
nd h
im. T
oys
plac
ed a
roun
d hi
m in
his
bed
, a p
lay
tabl
e at
whi
ch h
e ca
n si
t
and
on w
hich
are
a fe
w in
tere
stin
g ob
ject
s, th
e pl
ay p
en w
ith it
s co
nten
ts a
ll se
rve
this
pur
pose
. Fro
m th
e fir
st ti
me
the
child
hol
ds a
nd s
hake
s a
rattl
e an
d is
aw
are
of 51
uses
one
han
d ap
proa
ch to
gra
spto
y
reac
hes
for
near
by o
bjec
t
rake
s at
sm
all p
elle
t with
who
leha
nd
bang
s, s
hake
s, p
lays
with
obj
ect
tran
sfer
s to
y fr
om o
ne h
and
toot
her
capa
ble
of c
rude
rel
ease
of t
oy
turn
s he
ad to
war
d sp
ecia
l sou
nd
can
amus
e se
lf, k
eep
busy
,fif
teen
min
utes
or
so
show
s pr
efer
ence
in m
ater
ials
seiz
es a
nd s
pont
aneo
usly
rin
gsbe
ll
volu
ntar
ily r
elea
ses
obje
ct
uses
inde
x fin
ger
appr
oach
,th
engr
asps
with
thum
b an
dfin
ger
exam
ines
toys
and
obj
ects
with
eyes
and
han
ds
likes
to p
ut o
bjec
ts in
and
out
of
cont
aine
r
play
s se
rially
with
obj
ects
trie
s to
bui
ld to
wer
of t
wo
cube
s
purp
osef
ully
mov
es to
ys fr
om o
nepl
ace
to a
noth
er
show
s de
finite
inte
rest
in w
orki
ngm
ovab
le p
arts
of o
bjec
ts
52
the
conn
ectio
n be
twee
n th
e sh
akin
g m
otio
n an
d th
e re
sulti
ng s
ound
, he
begi
ns to
deve
lop
ear/
hand
coo
rdin
atio
n. T
he m
ore
this
coo
rdin
atio
n is
dev
elop
ed, t
he m
ore
the
child
will
be
able
to a
dvan
ce fr
om s
impl
e to
fulle
r us
e of
toys
and
from
this
poin
t to
far
mor
e co
mpl
ex o
pera
tions
suc
h as
the
prop
er e
atin
g of
fing
er fo
ods,
the
use
of s
impl
e m
usic
al in
stru
men
ts, e
tc.
It ha
s be
en s
aid
that
vis
ually
impa
ired
child
ren
need
def
inite
hel
ps in
lear
ning
to
cont
rol t
heir
head
pos
ition
, to
brin
g th
eir
hand
s to
geth
er a
t the
mid
dle
of th
e bo
dy,
to c
lasp
the
hand
s an
d to
pla
y w
ith th
e fin
gers
whi
le th
e ha
nds
are
toge
ther
("m
utua
l fin
gerin
g").
To
help
the
child
gai
n th
ese
abili
ties,
cer
tain
tech
niqu
es a
re o
f
valu
e. F
or e
xam
ple,
the
head
turn
ed to
war
d ce
rtai
n di
stin
ct s
ound
s m
ay e
nabl
e th
e
child
inbe
tter
focu
sing
atte
ntio
n; th
e ch
ild's
han
ds p
lace
d on
the
bottl
e gi
ven
to
him
, whi
le a
n ex
plan
atio
n is
mad
e of
wha
t is
bein
g do
ne m
ay h
elp
him
inco
rpor
ate
thes
e ac
tions
inhi
s ow
n re
pert
oire
. The
chi
ld w
ho is
hel
ped
to lo
ok fo
r dr
oppe
d
obje
cts
and
isen
cour
aged
to p
lay
"lap
gam
es"
with
the
carin
g ad
ult l
earn
s in
num
erou
s w
ays.
Peo
ple
with
muc
h ex
perie
nce
in th
is a
rea
say
that
vis
ually
impa
ired
child
ren
will
use
the
mou
th to
exp
lore
obj
ects
to a
bout
the
sam
e ex
tent
as
mos
t chi
ldre
n if
they
have
had
suf
ficie
nt e
xper
ienc
e in
volv
ing
touc
hing
and
feel
ing.
The
use
of t
he m
outh
isa
good
ear
ly w
ay b
y w
hich
chi
ldre
nge
t to
know
cer
tain
char
acte
ristic
s of
wha
teve
r is
bei
ng e
xplo
red.
As
child
ren
grow
old
er, t
he fe
el o
f an
obje
ct, t
he w
ay it
affe
cts
mus
cles
, its
sm
ell a
nd s
ound
, and
its
actio
n in
fluen
ce th
e in
tere
st in
it. S
ince
visu
ally
impa
ired
child
ren
have
thei
rin
tere
stin
obje
cts
gene
rate
d pr
imar
ily b
y
o ta
kes
circ
le o
ut o
f, th
en, p
uts
itin
to a
for
m b
oard
likes
pic
ture
boo
ks
play
s w
ith b
lock
s in
sim
ple
man
ner
imita
tes
sim
ple
thin
gs h
e se
esot
hers
do
puts
pel
lets
into
bot
tle
mak
es to
wer
of
two
cube
s
puts
six
cub
es in
and
out
of
cup
begi
ns to
imita
te a
str
oke
and
scri
bble
s sp
onta
neou
sly
turn
s bo
ok p
ages
, sev
eral
at a
time,
then
sin
gly
puts
toge
ther
a th
ree-
piec
e pe
gto
y
mak
es to
wer
of
thre
e to
fou
rcu
bes
dum
ps p
elle
ts f
rom
bot
tle
can
wor
k th
ree-
piec
e fo
rmbo
ard
imita
tes
push
ing
trai
n
likes
to in
vest
igat
e an
d pl
ay w
ithsm
all o
bjec
ts s
uch
as p
ebbl
es,
larg
e ob
ject
s w
hich
can
be
push
ed o
r in
whi
ch th
ings
can
be c
arri
ed
o lik
es to
pla
y w
ith m
essy
mat
eria
ls, s
uch
as c
lay
non-
visu
al m
eans
rel
evan
t mea
ns o
f ex
plor
atio
n m
ust b
e st
rong
ly e
ncou
rage
dto
enab
le th
em to
mor
e fu
lly e
xper
ienc
e th
e w
orld
.
The
chi
ld w
ho is
vis
ually
impa
ired
will
beg
in to
sho
w p
refe
renc
e fo
r ce
rtai
n to
ys
and
othe
r ob
ject
s as
he
cont
inue
s to
hav
e ex
peri
ence
s w
hich
bro
aden
his
kno
wle
dge
of th
em.
Cer
tain
thin
gs w
ill f
eel b
ette
r or
mor
e in
tere
stin
g, o
ther
s m
ay s
ound
,or
smel
l, or
do
actio
ns in
way
s th
at h
ave
spec
ial a
ppea
l.
Thi
s do
es n
ot m
ean
that
child
ren
shou
ld n
ot b
e in
trod
uced
to n
ew o
bjec
ts, o
r th
at th
ey c
anno
t be
help
edto
disc
over
new
way
s to
use
old
obj
ects
. But
a m
ixtu
re o
f ol
d an
d ne
w w
ill b
e th
eha
ppie
st o
ne.
Rea
l obj
ects
hav
e to
hav
e m
eani
ng to
the
visu
ally
impa
ired
chi
ldov
er a
per
iod
oftim
e be
fore
the
sam
e ob
ject
s, in
rep
lica
and
min
iatu
re, h
ave
mea
ning
. A b
oyor
gir
l
will
nee
d m
any
expe
rien
ces
with
a r
eal c
ar, f
or e
xam
ple,
bef
ore
the
tiny
obje
ct h
eld
in o
ne h
and
can
be m
eani
ngfu
lly c
alle
d "c
ar."
Thi
s po
int a
pplie
sto
cert
ain
kind
s of
cre
ativ
e ex
pres
sion
, as
wel
las
act
iviti
es
invo
lvin
g co
nstr
uctin
g an
d bu
ildin
g. T
he v
isua
lly im
pair
ed c
hild
will
nee
d to
hav
e
man
y ex
peri
ence
s w
ith a
bal
l or
with
a b
lock
or
wag
on, b
efor
e he
can
take
cla
y
and
shap
e a
ball,
blo
ck, w
agon
, cap
turi
ng th
eir
chie
f fe
atur
es. H
e ca
n en
joy
shap
es
(beg
inni
ng w
ith c
ircl
e an
d sq
uare
) th
roug
h th
e m
ater
ial t
hey'
re m
ade
of, t
heir
odo
r,
the
soun
d th
ey m
ake
whe
n dr
oppe
d, w
heth
er o
r no
t the
y ro
ll, e
tc. L
ater
, com
es th
e
53
can
snip
aw
kwar
dly
with
sci
ssor
s
imita
tes
ever
yday
hou
seho
ldac
tiviti
es s
uch
as c
ooki
ng, h
ang-
ing
clot
hes
enga
ges
in b
lock
pla
y, fi
lls w
agon
s,lin
es th
em u
p
build
s to
wer
s of
six
to s
even
cube
s
imita
tes
vert
ical
, circ
ular
str
okes
fetc
hes
and
carr
ies
fam
iliar
obj
ects
hold
s cr
ayon
with
fing
ers
is b
egin
ning
to p
refe
r us
e of
one
hand
ove
r th
e ot
her
can
build
thre
e-cu
be b
ridge
nam
es o
wn
draw
ing
copi
es c
ircle
, trie
s cr
oss,
is m
ore
awar
e of
sim
ilarit
ies
and
diffe
renc
es
is b
egin
ning
to m
atch
som
e co
lors
expl
ores
obj
ects
of v
ario
uste
xtur
es
begi
ns to
arr
ange
obj
ects
by
apl
an
push
es tr
ains
, car
s, in
mak
e-be
lieve
activ
ities
cuts
with
sci
ssor
s
som
etim
es a
ttem
pts
to d
raw
sim
ple
figur
es
54
trA
kr1
-
idea
of r
ound
ness
and
squ
aren
ess.
Nex
t com
es th
e ab
ility
to fi
t the
se p
iece
s in
to th
e
form
boar
d. S
till
late
r th
e ch
ild d
evel
ops
a gr
owin
g un
ders
tand
ing
that
oth
er th
ings
are
roun
d an
d sq
uare
, too
. Blo
cks
may
not
be
used
for
build
ing
a ho
use,
a to
wn,
a
stre
et, b
ut m
ay b
e ve
ry m
uch
enjo
yed
for
the
fun
of b
alan
cing
them
, for
thei
r fe
el,
for
the
soun
d th
ey m
ake
whe
n th
ey a
re b
ange
d or
fall,
or
as o
bjec
ts to
be
coun
ted
and
carr
ied.
All
youn
gste
rs h
ear
abou
t cha
lk, c
rayo
ns a
nd p
aint
and
sho
uld
expe
rienc
e th
eir
use.
The
se m
ater
ials
can
be
plea
sura
ble
and
inte
rest
ing
to v
isua
lly im
paire
d ch
ildre
n if
the
emph
asis
is o
n ge
tting
to k
now
the
mat
eria
ls a
nd a
ppre
ciat
ing
them
thro
ugh
the
mus
cle
mov
emen
t inv
olve
d, th
e fe
el, a
nd th
e as
soci
ated
sm
ells
. Whe
n pa
ints
dry
,
they
can
be
felt.
Cra
yon
trac
es g
ive
diffe
rent
feel
to th
e pa
per.
Cor
ruga
ted
pape
r
"ste
ncils
" (c
ircle
s, s
quar
es, h
eart
s) c
an b
e st
aple
d to
pap
er, t
hen
colo
red
and
cut
arou
nd, o
r co
lore
d in
. Whe
n st
enci
l and
pap
er a
re s
epar
ated
, the
cra
yon
trac
es le
ft
are
inte
rest
ing
to th
e fin
gers
and
if th
e st
enci
lis
sim
ple
enou
gh th
e sh
ape
can
be
reco
gniz
ed b
y to
uchi
ng.
e makes playhouse for dolls
begins to make simple formswith clay
draws man with two parts
can trace along a line fairly' well
copies cross
counts three objects, correctly,pointing
makes five-cube gate
makes forms which look some-what as intended
builds house with blocks
uses pencils and crayons freely,makes simple drawings, usuallyrecognizable
enjoys cutting with scissors
makes two steps with cubes
draws unmistakable man
colors circle with some idea ofstaying within lines
copies triangle
counts ten objects correctly
can learn to play simple games
develops differential (boy, gis.1)play interests
o likes to create and make thing:with hands
begins to use simple tools withhelp
builds three steps with blocks
draws man with neck, hands,clothes
copies diamond
56
Chi
ldre
n w
ho s
ee c
anle
arn,
over
tim
e an
d w
ithm
uch
prac
tice,
to n
otic
e vi
sual
ly a
s w
ell a
s in
othe
r w
ays
how
thin
gs
are
diffe
rent
and
alik
e.T
hey
begi
n to
gro
up th
ings
and
per
sons
in n
umer
ous
way
s. T
hey
lear
n th
at a
sock
is to
wea
r, th
at it
may
be
of d
iffer
ent
wei
ghts
and
feel
s,th
atit
is m
ade
of
diffe
rent
mat
eria
ls, t
hat i
tis
a k
ind
of c
loth
ing,
and
mor
e. T
hey
lear
n ab
out s
hape
s: h
ow th
ey lo
ok in
term
sof
siz
e, c
olor
, for
m;
that
they
app
ear
by th
emse
lves
, or
are
part
sof
man
y ot
her
obje
cts;
that
they
can
ser
ve s
peci
al p
urpo
ses.
Vis
ually
impa
ired
child
ren
lear
nin
man
y of
thes
edi
rect
ions
,to
o. T
hey
will
depe
nd, h
owev
er, p
rimar
ily o
n to
uch,
smel
l, so
und
and
mov
e-
men
t to
disc
over
how
thin
gs lo
ok, d
iffer
ence
s, li
kene
sses
, wha
t
thin
gs d
o an
d ho
w th
ey s
houl
d be
pla
ced
inth
e m
ind
for
good
use,
as
need
ed.
The
sig
hted
chi
ld, a
fter
seei
ng a
ndpl
ayin
g w
ith a
circ
le, f
or
inst
ance
,an
daf
ter
usin
ghi
sar
ms
and
finge
rsun
til h
e ca
n
man
age
a cr
ayon
wel
l,w
ill b
egin
to d
raw
circ
les
or a
stic
kfig
ure
with
incr
easi
ng s
kill.
His
eye
/han
d "w
orki
ng to
geth
er"
impr
oves
thro
ugh
use
and
this
is o
nly
one
exam
ple.
Eye
/han
d co
ordi
natio
n
isof
spec
ial
impo
rtan
ce b
ecau
se o
fits
rela
tions
hip
tola
ter
writ
ing
and
read
ing.
The
boy
or
girl
who
doe
s no
t see
mus
t be
help
ed to
dev
elop
ear
/han
d te
amw
ork
and
the
use
of h
ands
and
finge
rs, a
s w
ell.
The
se th
ings
cal
l for
muc
hac
tive
inte
rest
on
the
part
of t
he a
dults
aro
und
the
child
. The
chi
ld n
eeds
to b
e sh
own
how
to u
se h
is h
ands
and
wha
t to
do s
o th
at h
is fi
nger
s le
arn
to
wor
k co
rrec
tly. H
e ne
eds
tobe
hel
ped
to r
elat
e so
unds
with
thei
rca
uses
.O
nly
thro
ugh
muc
h pr
actic
ean
d ef
fort
can
a
visu
ally
impa
ired
child
rea
chth
e de
gree
of s
kill
com
para
ble
to
that
of t
he s
ight
ed c
hild
.H
e ca
n re
ach
it, h
owev
er, i
fhe
has
no
othe
r m
ajor
lear
ning
pro
blem
s,an
d if
he is
hel
ped
to d
o so
.
Ifa
give
n yo
ungs
ter's
vis
ion
isus
eful
but
not
goo
d, th
e
coor
dina
ted
use
of e
yes
and
hand
s or
ear
san
d ha
nds,
or
all
thre
e,w
illha
ve to
be
wor
ked
out b
y hi
men
d th
e ad
ults
conc
erne
d w
ith h
im. I
n ce
rtai
nac
tiviti
es a
nd w
ith c
erta
in th
ings
his
visi
on m
ay b
e ve
ry h
elpf
ul. I
not
her
situ
atio
ns it
may
not
be.
EM
OT
ION
AL
GR
OW
TH
AN
DD
EV
ELO
PM
EN
T
As
the
child
deve
lops
phy
sica
lly,
pers
onal
ly/s
ocia
lly, a
nd
inte
llect
ually
, he
also
gro
ws
emot
iona
lly.
The
way
he
feel
s ab
out
his
wor
ld a
nd th
e pe
ople
and
thin
gs in
it, a
nd th
e w
ay h
isw
orld
feel
sab
out
him
,w
illde
term
ine
toa
grea
t ext
ent h
ow h
e
func
tions
as
a pe
rson
. As
with
the
othe
r de
velo
pmen
tal a
reas
, the
earli
est y
ears
are
cru
cial
to th
e ch
ild's
emot
iona
l life
.
One
vita
l poi
nt to
con
side
ris
that
the
child
affe
cts
and 57
influ
ence
s th
e pa
rent
s an
d ca
ring
adul
ts ju
st a
s th
ey a
ffect
and
influ
ence
the
child
. Whe
n pa
rent
s fir
st le
arn
that
thei
r yo
ungs
ter
is v
isua
lly im
paire
d, it
is v
ery
prob
ably
trau
mat
ic n
ews
to th
em.
The
ir ea
rly th
ough
ts m
ay b
e th
at th
eir
youn
gste
r is
"im
perf
ect,"
that
he
cann
ot le
arn,
that
he
will
be
depe
nden
t all
his
life,
that
he w
ill m
iss
man
y of
life
's jo
ys a
nd b
eaut
ies.
The
y m
ay fe
el s
o
muc
h th
ela
ckof
vis
ual
cont
act a
nd r
espo
nse
that
the
joy
usua
lly s
tem
min
g fr
om v
arie
d ki
nds
of c
onta
cts
with
one
's c
hild
is c
urta
iled.
Par
ents
and
oth
ers
who
hav
e su
ch fe
elin
gs m
ust h
e
heap
ed to
rea
lize
(fro
m th
eir
own
expe
rienc
es, f
rom
lite
ratu
re o
n
the
subj
ect,
thro
ugh
prof
essi
onal
com
ulta
tion,
etc
.)th
at th
eir
youn
gste
ris
ape
rson
with
abi
litie
s w
hich
can
and
mus
t be
deve
lope
d an
d w
ith c
apac
ity fo
r fe
elin
g an
d th
ough
t. T
he c
arin
g
adul
ts m
ust h
elp
the
child
and
them
selv
es a
chie
ve a
ric
h in
ter-
rela
tions
hip.
Thr
ough
this
inte
rrel
atio
nshi
p, th
e ch
ild's
per
sona
l/
emot
iona
l dev
elop
men
t is
supp
orte
d an
d en
hanc
ed.
One
of t
he fi
rst n
eeds
of c
hild
ren
is a
feel
ing
of s
afet
y an
d
secu
rity
with
thei
r fa
mili
es a
nd w
ith o
bjec
ts in
thei
r w
orld
. Thi
s
feel
ing
com
es a
s th
ey r
espo
nd to
bei
ng lo
ved,
to b
eing
hel
d, to
bein
g ta
lked
with
, pla
yed
with
, and
enc
oura
ged.
The
y ve
ry m
uch
need
a fi
rm d
isci
plin
e w
hich
allo
ws
them
to d
o w
hat t
hey
are
read
y to
do,
gui
des
them
whe
re th
ey n
eed
guid
ance
and
giv
es
them
rul
es to
live
by.
The
y do
muc
h be
tter
whe
n sh
own
and
told
wha
t to
do r
athe
r th
an w
hat n
ot to
do.
Chi
ldre
n al
so n
eed
to b
e he
lped
to b
e in
crea
sing
ly c
apab
le o
fdo
ing
for
them
selv
es
and
othe
rs. I
t is
nece
ssar
y, fo
r th
e ch
ild w
ho is
vis
ually
impa
ired,
58
......
ralIN
IMIM
PH
Y
to u
nder
stan
d th
at th
ere
are
cert
ain
thin
gs w
ith w
hich
he
will
alw
ays
need
ass
ista
nce
(fro
m th
e vi
ewpo
int o
f saf
ety,
bes
t use
of
time
and
com
mon
sen
se).
Thi
s is
sim
ply
a re
alis
tic a
ppro
ach
to
life.
Chi
ldre
n ne
ed to
lear
n to
be
inde
pend
ent t
o th
e be
st o
f
thei
r ab
ilitie
s, b
ut n
ot b
eyon
d, th
e bo
unds
of g
ood
sens
e. N
one
of u
s lik
es to
feel
inad
equa
te a
nd u
nabl
e to
do
thin
gs o
n ou
r
own;
but
, no
adul
t or
child
need
s to
atta
ch a
ny v
alue
to
unre
ason
able
cha
lleng
es o
r co
cky
disr
egar
d fo
r se
nsib
le c
autio
ns.
Of c
ours
e, "
unre
ason
able
cha
lleng
e" s
houl
d no
t be
equa
ted
with
avoi
danc
e of
frus
trat
ion.
Tho
se w
ho k
now
mos
t abo
ut le
arni
ng
belie
ve th
at "
just
eno
ugh"
frus
trat
ion
mak
es th
e ch
ild w
ant t
o
try
the
new
, the
diff
eren
t and
the
mor
e co
mpl
icat
ed. C
hild
ren
need
the
free
dom
to m
ake
mis
take
s an
d th
ey n
eed
the
guid
ance
tole
arn
from
thos
e m
ista
kes.
Itis
impe
rativ
e th
at a
llth
eir
frus
trat
ions
be
set a
gain
st r
easo
nabl
e go
als
and
that
they
feel
supp
orte
d, u
nder
stoo
d, a
nd w
isel
y gu
ided
by
thos
e w
ho m
ean
the
mos
t to
them
. Whe
n th
e su
ppor
t and
und
erst
andi
ng a
re th
ere
the
child
can
tole
rate
frus
trat
ion
with
out f
ear
and
will
be
insp
ired
to a
ttem
pt th
ose
lear
ning
adv
entu
res
to w
hich
he
is
expo
sed.
One
mor
e po
int m
ust b
e st
ress
ed.
In g
ener
al, c
hild
ren
do
and
give
(pe
rfor
m)
as th
ose
who
are
aro
und
them
exp
ect t
hat
they
sha
ll do
and
giv
e (p
erfo
rm).
Cer
tain
ly, t
his
does
not
mea
n
that
the
child
with
out s
ight
can
see
vis
ually
, or
that
the
child
with
one
leg
can
wal
k as
if h
e ha
d tw
o, ju
st b
ecau
se it
is e
xpec
ted
or
wis
hed.
It d
oes
mea
n, h
owev
er, t
hat i
f adu
lts d
eter
min
e to
lear
n al
l
poss
ible
abo
ut a
giv
en y
oung
ster
and
det
erm
ine
to th
ink
of w
ays
to
show
and
to te
ach
him
, tha
t chi
ld c
an d
o fa
r be
tter
than
he
wou
ld d
o
if th
e vi
sual
impa
irm
ent w
ere
allo
wed
to b
e an
arb
itrar
y ba
rrie
r to
GE
NE
RA
LD
IRE
CT
ION
IN W
HIC
HC
HIL
DR
EN
DIV
ELO
P E
MO
TIO
NA
LLY
deve
lopm
ent a
nd le
arni
ng.
To
repe
at, a
s th
ose
who
are
clo
se to
the
child
thin
k of
him
,
so d
oes
he q
uick
ly le
arn
to th
ink
of h
imse
lf.
CO
MM
EN
TS
SP
EC
IFIC
ALL
Y R
EG
AR
DIN
GV
ISU
ALL
Y IM
PA
IRE
D C
HIL
DR
EN
Plea
se n
ote
that
the
sequ
ence
s w
hich
fol
low
are
arr
ange
d
diff
eren
tly f
rom
the
prev
ious
one
s.C
hild
ren
are
thou
ght t
ode
velo
p em
otio
nally
mor
e or
less
in th
e co
ntin
uous
ord
er p
re-
sent
ed.
1.-2
.T
otal
ego
cent
rism
at b
irth
slo
wly
exp
ands
into
aw
aren
ess
of e
nvir
onm
ent a
nd o
f ot
her
pers
ons.
Ites
sent
ial t
hat
the
child
dev
elop
a g
row
ing
sens
e of
trus
t in
his
wor
ld
duri
ng h
is e
arly
mon
ths
and
firs
t yea
rs. T
his
mus
t beg
in
thro
ugh
his
rela
tions
hips
with
his
mot
her
or o
ther
adu
lt
who
car
es f
or h
im. W
ith th
is s
uppo
rt, t
he tw
o to
geth
er c
an
wor
k ou
t the
fru
stra
tions
the
youn
g ch
ild m
ust e
xper
ienc
e
in o
rder
for
lear
ning
and
gro
wth
to o
ccur
. The
mot
her's
care
of
the
child
will
gre
atly
dep
end
on th
e su
ppor
ts s
he
rece
ives
fro
m th
e ot
hers
in th
e fa
mily
, esp
ecia
lly th
at o
f
the
fath
er.
The
Chi
ld:
wan
ts a
nd n
eeds
phy
sica
l com
fort
need
s co
nsis
tent
beh
avio
r of
the
cari
ng p
erso
n
has
hung
ry c
ry
1. T
he b
aby
who
is v
isua
lly im
pair
ed c
an a
nd m
ust f
eel a
nd h
ear
the
love
of
othe
rs f
or h
im, w
heth
er h
e ca
n se
eit
or n
ot.
Whi
le h
is a
bilit
y to
look
at o
ther
s m
ay b
e ve
ry m
uch
mis
sed,
his
feel
ings
are
ver
y m
uch
pres
ent.
As
thos
e in
his
fam
ily,
or
othe
rs n
ear
him
, bec
ome
incr
easi
ngly
sen
sitiv
e to
his
man
y
othe
r w
ays
of r
espo
ndin
g, s
o w
illth
eir
inte
ract
ion
beco
me
mor
e m
eani
ngfu
l.
2. I
f a
baby
is p
rem
atur
e an
d ha
s to
spe
nd ti
me
in th
e ho
spita
lin
an in
cuba
tor,
with
little
or n
o pi
ckin
g up
and
touc
hing
allo
wed
, he
may
hav
e to
be
taug
ht to
like
to b
e he
ld. H
em
ay, a
t fir
st, s
how
rea
l dis
plea
sure
, but
itis
ess
entia
l tha
t he
lear
n ea
rly
the
joy
of a
clos
e re
latio
nshi
p so
that
he
can
deve
lop
the
firs
tun
ders
tand
ing
of"m
e"/"
you"
and
"me"
/ "o
bjec
ts in
the
wor
ld a
roun
d m
e."
59
i
II
has startled response
crys, much or all of which is tearless
begins differential crying for different causes (hunger, before
sleep, pain), vocalizes happily, smiles, laughs aloud, shows
recognition of familiar faces
responds to facial expressions
has reduced amount of crying, though often cries when
caring person leaves room
cries easily on seemingly slight provocation (change of
position, removal of play object, unusual sounds)
plays contentedly alone
thrashes arms, legs when frustrated
imitates facial expressions and gestures
shows fear of, or shyness with, strangers, shows increasing
affection for family group
shows emotional changeability by easy and quick changes
from crying to laughing
seeks attention through noise-making, squealing, and so on
begins to vary behavior according to emotional reactions of
others
enjoys simple tricks and games
cries more often in association with irritation or minor
frustrations; stiffens in resistance; may have "tantrum" if
things go wrong
is aware of other children, interested in them, but does not
play with them
begins to claim certain things as his own
60
3.-6
.In
crea
sing
ly, t
he c
hild
lear
nsth
at h
is b
ehav
ior
is h
is o
wn,
as
he d
evel
ops
phys
ical
ly,
neur
olog
ical
ly, s
ocia
lly. H
e be
com
es
ever
mor
e ab
le to
exe
rtco
ntro
ls. H
e gr
ows
in th
e de
sire
to
expl
ore
his
wor
ld, t
o le
arn
todo
and
acc
ompl
ish,
to le
arn
to
ask
for
and
give
hel
ps o
fva
riou
s ki
nds.
He
begi
ns to
real
ize
that
sel
f-co
ntro
l can
be
deve
lope
dw
ithou
t los
s of
sel
f-es
teem
and
he b
egin
s to
und
erst
and
that
inab
ility
in o
ne a
rea
does
not m
ake
him
una
ble
in a
ll ar
eas.
At t
his
stag
ein
life
, eve
n
mor
e th
anot
hers
,he
need
sa
firm
disc
iplin
e,w
hich
antic
ipat
es a
nd k
eeps
him
fro
msi
tuat
ions
whi
ch a
re b
eyon
d
his
copi
ng p
ower
s. H
e ne
eds
toat
tain
his
indi
vidu
ality
grad
ually
,w
ithpa
rent
alfi
rmne
sspr
otec
ting
him
fro
m
choi
ces,
dec
isio
ns, t
asks
and
und
erst
andi
ngs
whi
ch h
e is
not
yet r
eady
to h
andl
e.
The
Chi
ld:
show
s im
prov
ed e
mot
iona
l equ
ilibr
ium
has
decr
ease
d nu
mbe
r of
vio
lent
em
otio
nal
reac
tions
uses
voi
ce to
ne s
ymbo
lical
ly
take
s pr
ide
in a
ccom
plis
hmen
t of
mot
orsk
ills
can
be c
oy in
act
ions
and
faci
al e
xpre
ssio
ns
3. A
s vi
sual
ly im
pair
ed c
hild
ren
deve
lop,
they
are
ope
n m
ore
and
mor
e to
cer
tain
"co
mm
onda
nger
s" a
nd p
ossi
bilit
ies
of h
urt
(phy
sica
l and
psy
chol
ogic
al).
The
se w
ill h
ave
to b
e po
inte
d ou
t
with
eve
n m
ore
care
than
yvo
uld
be tr
ue f
or n
orm
al c
hild
ren.
Lim
its c
an a
nd m
ust b
e se
t as
to w
hat e
ach
can
and
cann
ot d
o,
whe
re e
ach
can
and
cann
ot g
o, b
ut w
ith w
ords
and
act
ions
whi
ch m
ake
sens
e to
that
chi
ld. F
or e
xam
ple,
a c
hild
can
lear
n
that
he
cann
ot th
row
a b
ail i
n th
e ho
use
but c
an r
oll i
t. H
e ca
n
lear
n th
at w
hen
a st
ove
is h
ot it
is n
ot to
be
touc
hed,
but
appr
oach
ed c
aref
ully
. Det
ectin
g te
mpe
ratu
re c
hang
es, o
dors
, and
the
soun
ds m
ade
in c
ooki
ng c
an b
e le
arne
d. I
nle
arni
ng n
ot to
play
in th
e st
reet
, the
vis
ually
impa
ired
chi
ld w
ill n
eed
tole
arn
how
to s
ee w
here
yar
d st
ops
and
stre
etbe
gins
. Not
run
ning
in
the
hous
e, f
ully
clo
sing
and
ope
ning
all
door
s to
avoi
d ne
edle
ss
bum
ps a
re s
afet
y m
easu
res
whi
ch h
e ca
n le
arn.
4. T
he c
hild
's f
eelin
gs a
bout
him
self
incr
easi
ngly
are
bas
ed o
n hi
s
real
izat
ion
of w
hat h
e ca
n do
and
on
wha
the
hea
rs o
ther
peop
le s
ay h
e ca
n do
. It i
s ev
en m
ore
esse
ntia
l for
the
visu
ally
impa
ired
chi
ld th
an it
is f
or o
ther
chi
ldre
n th
at h
e le
arn
how
to ta
ke c
are
of h
is b
odily
nee
ds,
that
he
carr
y hi
s sh
are
with
rega
rd to
hou
seho
ld r
espo
nsib
ilitie
s. O
nce
he a
nd h
is p
aren
ts,
then
the
othe
rs in
his
fam
ily a
nd th
ene
ighb
orho
od, b
egin
to
see
the
thin
gshe
can
lear
nth
roug
h ca
refu
l and
pat
ient
teac
hing
, mor
e an
d m
ore
such
thin
gs w
ill b
edi
scov
ered
.
61
z ha
s fe
ars
whi
ch a
re m
ainl
y au
dito
ry
may
fear
par
ents
' lea
ving
play
s ne
ar o
ther
chi
ldre
n, b
ut n
ot c
oope
rativ
ely
as y
et
seek
s ad
ult p
rais
e
begi
ns to
enj
oy c
oope
rativ
e an
d gr
oup
play
is m
ore
inde
pend
ent a
nd le
ss te
arfu
l tha
n ea
rlier
isrit
ualis
ticin
man
y ac
tiviti
es(in
dres
sing
, arr
angi
ng to
ys,
goin
g to
bed
)
is fr
iend
ly a
nd d
esire
s to
ple
ase,
may
be
jeal
ous
of s
iblin
gs
laug
hsw
hile
pla
ying
with
hum
or r
elat
edto
both
gros
s
activ
ity a
nd v
erba
l pla
y
has
incr
easi
ng e
mot
iona
l con
trol
has
few
er fe
ars
than
bef
ore
and
now
mai
nly
visu
al (
conc
ern-
ing
the
grot
esqu
e, th
e da
rk, a
nim
als)
likes
to h
ave
hous
ehol
d re
spon
sibi
litie
s
is b
ecom
ing
awar
e of
com
mon
dan
gers
and
how
to a
void
,
reac
t to
them
7.-9
.A
s th
e ch
ild b
ecom
es s
urer
of h
imse
lf an
d is
incr
easi
ngly
able
to tr
ust h
imse
lf an
d ot
hers
in th
e w
orld
aro
und
him
,
he a
lso
incr
ease
s in
num
erou
s w
ays.
His
con
tact
s w
ith, a
nd
unde
rsta
ndin
gof
his
envi
ronm
ent
thro
ugh
deve
lopi
ng
lang
uage
,m
obili
ty,
inte
ract
ion
w!th
chi
ldre
n an
d ad
ults
,
perc
eptu
al a
bilit
ies,
muc
h pl
ay, a
ssum
ing
resp
onsi
bilit
ies
in
62
.5. M
ore
than
oth
er c
hild
ren,
the
child
who
is v
isua
lly im
paire
d
will
nee
d pl
aces
he
can
call
his
own:
a p
lace
for
his
coat
and
hat,
a pl
ace
for
keep
ing
othe
r cl
othe
s, a
pla
ce fo
r to
ys, h
is
own
bed,
etc
. Thi
s is
par
ticul
arly
impo
rtan
tfo
r hi
m, s
o th
at
he c
an fi
nd th
ings
by
him
self,
take
resp
onsi
bilit
y fo
r pu
tting
thin
gs a
way
, and
beg
in to
get
a fe
elin
g of
ord
er, o
f wha
t to
expe
ct in
his
wor
ld. H
e al
so d
evel
ops
this
feel
ing
of o
rder
, of
wha
t to
expe
ct, t
hrou
gh th
e ac
tions
and
atti
tude
s of
the
adul
ts w
ith h
im a
nd th
e ru
les
by w
hich
they
exp
ect h
im to
live.
6. T
he lo
ve a
nd r
espe
ct fo
r on
e an
othe
r w
hich
give
any
fam
ily
mem
ber
stre
ngth
and
sup
port
do
the
sam
e fo
rth
e vi
sual
ly
impa
ired
child
. The
dis
cipl
ine
whi
ch g
ives
him
limits
to li
ve
with
in, y
et a
llow
s hi
m th
e fr
eedo
m h
e is
rea
dy to
hand
le, i
s
the
sam
e ki
nd o
f dis
cipl
ine
impo
rtan
t for
any
one
inth
e
fam
ily. T
he v
isua
lly im
paire
d ch
ild w
ill d
evel
op a
s a
who
le
pers
on th
roug
h th
is lo
ve, r
espe
ctan
d di
scip
line
join
ed w
ith th
e
unde
rsta
ndin
g of
thos
e th
ings
inlif
e m
ost m
eani
ngfu
l to
him
.
7. A
s w
as s
aid
befo
re, t
he v
isua
lly im
paire
d ch
ild's
aw
aren
ess
of
othe
r ch
ildre
n an
d hi
s in
crea
sing
con
tact
s w
ith th
em m
ust b
e
enco
urag
ed.
Par
ticul
arly
isth
is s
oif
heis
an
only
chi
ld.
Muc
h de
sire
to g
et a
cqua
inte
d w
ith o
ther
s, to
be
with
oth
ers,
to p
lay
with
oth
ers
deve
lops
from
one
's o
bser
ving
the
pers
onal
and
soci
alac
tiviti
esof
oth
ers.
The
res
ultin
g co
ntac
ts a
re
'-'"'"
''^''''
',"'""
=',"
""T
-'',I,
T'rg
lr''',
F;1
",v1
,rw
m,"
7,-,
11,1
3-x-
r517
. yr,
,,r3
-mr
ma5
...nr
g,N
the
fam
ilyst
ruct
ure
are
exam
ples
.H
efu
rthe
rshi
s
emot
iona
lco
ntro
lan
dbe
gins
tode
velo
phi
s
cons
cien
ce,
whi
chw
illsl
owly
but
stea
dily
take
own
over
incr
easi
ngly
for
the
adul
ts w
ho c
ontr
olle
d an
d gu
ided
the
beha
vior
of t
he y
oung
chi
ld..
The
Chi
ld:
play
s on
coo
pera
tive
leve
l with
oth
er c
hild
ren
is s
omew
hat a
rgum
enta
tive
but o
ften
uses
arg
umen
t as
play
and
in a
des
ire to
exp
erie
nce
use
of n
ew w
ords
and
new
actio
ns
may
be
selfi
sh, i
mpa
tient
is p
roud
of a
ccom
plis
hrra
-its
has
bois
tero
us h
umor
whi
ch is
als
o ex
agge
rate
d
likes
to s
how
off
tattl
es o
ften
may
boa
st
is a
ggre
ssiv
e ph
ysic
ally
, as
wel
l as
verb
ally
can
be r
ough
and
car
eles
s w
ith to
ys
cont
inue
s to
fear
(m
uch
the
sam
e) b
ut n
ow e
njoy
s be
ing
mild
ly "
frig
hten
ed"
in p
lay
with
adu
lts
has
stro
ng fe
elin
g of
"m
e,"
"min
e,"
and
"I"
and
of h
ome
and
fam
ily
begi
ns to
dis
tingu
ish
self
from
oth
ers
and
to r
ecog
nize
oth
er
peop
le a
s en
titie
s
exhi
bits
brie
f and
sup
erfic
ial s
elf-
criti
cism
has
mor
e ap
prop
riate
per
cept
ions
of r
ealit
y
usua
lly m
ade.
The
vis
ually
impa
ired
child
has
to le
arn,
firs
t,
how
to b
e aw
are
of th
e pr
esen
ce o
f ano
ther
per
son.
Brin
ging
him
"in
touc
h" w
ith o
ther
chi
ldre
n an
d te
lling
him
abo
ut
them
will
giv
e hi
m a
goo
d st
art.
Use
ful t
houg
hts
in th
is a
rea
conc
ern
the
valu
e of
the
child
's le
arni
ng to
shak
e ha
nds,
and
to tu
rn h
is h
ead
in th
e di
rect
ion
of th
ose
with
who
mth
ere
is
cont
act.
A h
ands
hake
can
giv
e th
e ch
ilda
"fee
l" fo
r th
e
pers
on h
e is
mee
ting.
Whe
ther
chi
ld o
rad
ult,
this
is a
sou
nd
begi
nnin
g fo
r ge
tting
acq
uain
ted.
Tur
ning
the
head
tow
ard
the
pers
on w
ho is
spe
akin
g gi
ves
the
youn
gste
rbe
tter
hear
ing
and
a so
cial
rea
ctio
n w
hich
indi
cate
s th
atat
tent
ion
is b
eing
giv
en.
8. W
hen
the
youn
gste
r w
ith a
vis
ual i
mpa
irmen
t is
old
enou
gh to
unde
rsta
nd th
at p
eopl
e "s
ee"
indi
ffere
nt w
ays,
his
vis
ual
situ
atio
n sh
ould
be
expl
aine
d to
him
, to
his
satis
fact
ion
and
curr
ent n
eed.
The
sto
ry a
bout
the
pare
nt w
hose
aske
d
whe
re h
e ca
me
from
can
be
a gu
ide.
The
par
ent i
n th
is c
lass
ic,
thin
king
at l
ast t
he ti
me
had
com
e fo
r sh
arin
g w
ith h
isch
ild
the
fact
s of
life
, wen
t int
o gr
eat d
etai
ls o
n th
is s
ubje
ct.
Afte
r
long
min
utes
the
"less
on"
was
ove
r. T
he c
hild
dre
w a
deep
brea
th a
nd s
aid
with
som
e be
wild
erm
ent,
that
he
had
only
wan
ted
to k
now
whe
re h
e ha
d be
en b
orn.
Thi
s m
ay v
ery
wel
l
be th
e vi
sual
ly im
paire
d ch
ild's
situ
atio
n w
hen
the
ques
tion
of
"see
ing"
firs
t com
es u
p. T
hose
who
are
with
him
and
know
him
bes
t sho
uld
try
to b
ase
thei
r an
swer
s on
whe
re th
eyth
ink
he is
in h
is u
nder
stan
ding
and
sho
uld
wor
d th
emac
cord
ingl
y. 63
4,,,,
,.'T
rt,F
717.
k, 1
" 7
ri"
e'r
v-."
,V7"
.7.,4
,7[4
v cs
Try
r
dem
onst
rate
s th
athi
s w
orld
isw
iden
ing
and
his
sens
esfu
nctio
ning
bette
r,is
mor
em
obile
,m
ore
soci
alan
d
incr
easi
ngly
inde
pend
ent,
uses
lang
uage
mor
e an
dha
s
mor
e la
ngua
ge
a is
incr
easi
ngly
dev
elop
ing
own
cons
cien
ce r
athe
r th
an r
elyi
ng
only
on
pare
nt f
or c
ondu
ct g
uide
s
is b
ecom
ing
awar
e of
sex
dif
fere
nces
show
s m
ore
inte
rest
in p
eers
and
pee
r pl
ay
seek
s an
d fi
nds
own
frie
nds
feel
s in
crea
sing
ly r
espo
nsib
le f
or s
elf
and
youn
ger
child
ren
(tho
ugh
may
fee
l som
ewha
t tor
n by
mix
ed d
esir
es f
or
inde
pend
ence
-dep
ende
nce)
is in
crea
sing
ly e
ager
to d
o fo
r se
lf a
nd to
acc
ompl
ish
may
res
pond
neg
ativ
ely
to p
ress
ure,
may
sul
k or
be
rude
may
use
sla
ng o
r pr
ofan
ity
ism
ore
sens
itive
to o
ther
peo
ple
espe
cial
lyto
pare
nts'
reac
tions
9. I
tha
s be
en s
aid
that
par
ents
hav
e to
be
a be
tter
team
than
ever
bef
ore
whe
n on
e of
the
fam
ily h
as a
maj
or im
pair
men
t.
Tea
mw
ork
is e
ssen
tial t
o an
y su
ch g
roup
and
sho
uld
incl
ude
the
child
ren,
too.
But
ther
ew
illbe
eve
n m
ore
to th
ink
thro
ugh,
and
coo
rdin
ate,
whe
na
spec
ial
chal
leng
e su
chas
visu
al im
pair
men
t is
in th
e fa
mily
mid
st. U
nkno
wns
, dou
bts,
frus
trat
ions
, and
gri
efs
can
reso
lve
them
selv
es w
ith a
me
and
effo
rt. T
he w
hole
fam
ily m
ust b
e in
volv
ed, h
owev
er, a
nd in
a
cons
truc
tive
way
, in
orde
r fo
r th
is to
com
e ab
out.
?,SF
,TT
AT
IT1,
7,7M
CH
AP
TE
R IV
TH
E V
ISU
ALL
Y IM
PA
IRE
D C
HIL
D: S
CH
OO
L R
EA
DIN
ES
S
The
poi
nt in
a c
hild
's li
fe a
t whi
ch h
e is
con
side
red
read
y
for
scho
olis
gene
rally
ant
icip
ated
with
ple
asur
e.If
the
adul
ts
arou
nd th
e ch
ild e
xpre
ss p
ositi
ve th
ough
ts a
bout
sch
ool d
ays,
it
ispr
obab
le th
at th
e yo
ungs
ter
will
look
forw
ard
to s
choo
l's
begi
nnin
g.R
egar
dles
s of
whe
n a
boy
or g
irlst
arts
to s
choo
l,
how
ever
, and
in w
hich
kin
d of
pro
gram
suc
cess
with
sch
ool a
nd
scho
ol-c
ente
red
livin
g w
ill d
epen
d on
a n
umbe
r of
thin
gs. E
very
child
will
nee
d ce
rtai
n at
titud
es, w
ays
of w
ork
and
capa
bilit
ies
and
skill
s. A
mon
g th
ese
are
the
abili
ties:
to u
se th
e la
rge
mus
cles
wel
l
to li
sten
car
eful
ly
tofo
llow
inst
ruct
ions
and
requ
ests
,un
ders
tand
wor
ds'
desi
gnat
ing
plac
emen
t and
dire
ctio
n
to m
ove
abou
t on
one'
s ow
n
s to
wor
k in
a le
ft-to
-rig
ht m
anne
r
tote
llw
hich
thin
gs a
re a
like
and
whi
ch a
re d
iffer
ent w
ith
rega
rd to
sou
nds,
sha
pes
and
text
ures
to u
se w
ords
mea
ning
fully
to ta
ke c
are
of p
erso
nal n
eeds
to p
ut th
e sm
all m
uscl
es to
goo
d us
e
Als
o ne
cess
ary
are
emot
iona
l and
soc
ial t
raits
. Am
ong
thes
e
are
the
capa
citie
s:
to fe
el g
ood
abou
t one
self
to e
njoy
wha
t one
doe
s
to w
ork
with
oth
ers
to ta
ke o
ne's
turn
to w
ork
on o
ne's
ow
n
to s
tick
to a
giv
en ta
sk fo
r in
crea
sing
per
iods
of t
ime
to tr
y ne
w th
ings
will
ing!
'
Chi
ldre
n w
ho h
ave
atta
ined
the
attit
udes
, cap
abili
ties
and
skill
s al
read
y m
entio
ned
are
wel
l on
thei
r w
ay to
a fu
ll an
d go
od
invo
lvem
ent i
n sc
hool
-life
.
Rea
ding
Rea
dine
ss
Bec
ause
this
is a
rea
ding
-cen
tere
d so
ciet
y, m
entio
n of
sch
ool
read
ines
s br
ings
dee
p co
ncer
n ab
out t
he v
isua
lly im
paire
d ch
ild's
lear
ning
to r
ead.
The
chi
ld w
ith a
vis
ual i
mpa
irmen
t may
bec
ome
a re
ader
of b
raill
e (w
hich
mea
ns h
e w
ill u
se h
isfin
gers
to r
ead
smal
lra
ised
dots
)or
he
may
bec
ome
a re
ader
of p
rint.
The
abili
tyto
use
one'
s fin
gers
wel
l,as
isne
cess
ary
for
brai
lle
read
ing,
is h
elpe
d th
roug
h pr
actic
e. T
his
enta
ils fi
rst,
doin
g th
ings
with
the
who
le b
ody,
then
with
the
arm
s an
d ha
nds
and
larg
e
mus
cles
, and
late
r do
ing
finer
thin
gs w
hich
str
engt
hen
the
finge
rs
and
mak
e th
em m
ore
flexi
ble
and
sens
itive
. The
chi
ld w
ith
enou
gh v
isio
n to
see
larg
e pr
int n
eeds
phy
sica
l act
iviti
es, t
oo, t
o
65
beco
me
"rea
dy to
rea
d."
He
also
nee
ds to
dev
elop
a s
atis
fact
ory
degr
ee o
f eye
/han
d co
ordi
natio
n.
Som
e ch
ildre
n m
ay, i
ndee
d, n
ever
lear
n to
rea
d. T
his
is
espe
cial
lytr
uein
the
case
s of
you
ngst
ers
with
pro
blem
s in
addi
tion
to v
isua
lon
es. H
owev
er, t
here
are
ver
y fe
w c
hild
ren
with
pro
blem
s so
seve
re th
at th
ey c
an le
arn
noth
ing.
Tho
se
thin
gsto
lear
nbe
yond
the
acad
emic
incl
ude:
leis
ure-
time
activ
ities
,ho
bbie
s,ex
erci
ses,
self-
care
and
hous
ehol
dsk
ills,
posi
tive
attit
udes
tow
ard
self
and
othe
rs. T
he p
artic
ular
cha
lleng
e
lies
in fi
ndin
g th
e be
st, o
r be
tter,
way
s by
whi
ch th
ese
child
ren
can
prog
ress
. The
y ca
n be
hel
ped
to d
om
uch
mor
e th
an w
as
trad
ition
ally
belie
ved,
if,in
the
begi
nnin
g, th
eir
stre
ngth
s an
d
area
s of
pos
sibl
e im
prov
emen
ts a
re id
entif
ied
and
utili
zed.
For
thes
e yo
ungs
ters
, man
y of
the
skill
s an
d ab
ilitie
s ne
cess
ary
for
read
ing
can
be a
nd s
houl
d be
dev
elop
ed e
ven
thou
gh a
ctua
l
read
ing
may
neve
rbe
achi
eved
.A
llth
eth
ings
whi
char
e
cons
ider
ed to
be
nece
ssar
y fo
r re
adin
g ar
e us
ually
favo
rabl
e to
and
nece
s:ar
y fo
r he
lpin
g th
e ch
ild to
live
a h
ealth
ful a
nd h
appy
life.
Lear
ning
Pro
gram
s
Gen
eral
ly,
itis
felt
that
eve
ry im
paire
d ch
ild c
anle
arn
som
ethi
ng; t
here
fore
, an
educ
atio
nal p
rogr
am s
houl
d be
pla
nned
for
each
one
. The
re w
as a
tim
e, n
ot lo
ng a
go, w
hen
mos
t
child
ren
with
impa
irmen
ts(p
artic
ular
lyau
dito
ry,
visu
al,
66
emot
iona
l, in
telle
ctua
l, an
d th
ose
pert
aini
ng to
cer
ebra
lpa
lsy)
eith
er h
ad n
o sc
hool
to a
ttend
, or
auto
mat
ical
ly w
ent t
o th
e on
e
scho
olin
thei
r st
ate
whi
ch w
as p
repa
red
to e
nrol
l the
m, t
he
resi
dent
ial
faci
lity.
Inal
lst
ates
now
ther
e ar
e se
vera
l pos
sibl
e
choi
ces
rega
rdin
g sc
hool
ing
for
mos
t chi
ldre
n w
ith s
peci
al n
eeds
.
We
have
onl
y be
gun,
how
ever
, to
mee
t the
cha
lleng
e of
pro
vidi
ng
suffi
cien
t and
var
ied
enou
gh p
rogr
ams
to r
eally
ser
ve th
e ne
eds,
loca
lly a
nd r
egio
nally
, of a
llou
r ch
ildre
n. F
requ
ently
hel
ps a
re
offe
red
too
late
.T
hem
ost
effe
ctiv
epr
ogra
ms
prov
ide
cons
ulta
tive
serv
ices
to p
aren
ts fr
om th
e tim
e th
e ch
ild is
firs
t
know
n to
hav
e an
impa
irmen
t.
With
reg
ard
to n
urse
ry s
choo
l and
kin
derg
arte
n, th
e ch
ild
who
isvi
sual
lyim
paire
dca
nus
ually
part
icip
ate
inex
istin
g
prog
ram
s w
ith fe
w s
peci
al p
rovi
sion
s ne
eded
. A s
ensi
tive
teac
her,
know
ledg
eabl
ein
child
dev
elop
men
t and
lear
ning
isa
spec
ial
requ
isite
,as
sho
uld
bF:
the
case
for
all
child
ren.
For
old
er
youn
gste
rs, m
any
stat
es z
ffer
clas
ses
with
in d
ay s
choo
l set
tings
whi
ch p
rovi
de s
peci
al p
rogr
ams
for
tile
child
who
nee
ds th
em.
Som
e sc
hool
s af
ford
spe
cial
hel
p to
impa
ired
child
ren
but e
nrol
l
them
in th
e "r
egul
ar"
clas
ses
for
as m
uch
of th
eir
scho
olin
g as
thei
r kn
owle
dge
and
deve
iopm
ent w
ill a
llow
. Res
iden
tial s
choo
ls
still
ser
ve c
hild
ren
in a
num
ber
of s
tate
s an
d m
eet s
peci
al n
eeds
and
give
uni
que
serv
ices
. The
ir ro
les
are
chan
ging
, how
ever
, as
thei
r in
crea
sing
con
cern
with
mul
tiple
-han
dica
pped
chi
ldre
n ar
e
bein
g re
cogn
ized
and
exp
ande
d. T
here
are
oth
er p
rogr
ams,
too;
the
kind
s, th
eir
purp
oses
and
thei
r qu
ality
var
y in
the
diffe
rent
stat
es. I
n or
der
to k
now
just
wha
tw
ill b
e av
aila
ble
for
a sp
ecifi
c
child
, the
app
ropr
iate
sta
te d
epar
tmen
tof
edu
catio
n sh
ould
be
writ
ten
whi
le th
e ch
ild is
stil
l an
infa
nt.
The
chi
ld w
ho is
rea
dy fo
r sc
hool
has
pass
ed a
long
cer
tain
deve
lopm
enta
l ste
ps in
gro
wth
and
inle
arni
ng. W
hen
a ch
ild h
as
not a
ccom
plis
hed
the
"exp
ecte
d" b
y th
e tim
e he
has
rea
ched
the
actu
al s
choo
l age
, the
re a
re s
ever
alth
ings
whi
ch c
an h
appe
n.
Firs
t, th
e sc
hool
con
cern
ed m
ay a
sk th
at th
e pa
rent
ske
ep th
e
child
at h
ome
in o
rder
to g
ive
him
mor
eop
port
unity
to le
arn
in
an in
divi
dual
set
ting.
Inth
is c
ase,
hel
p m
ust b
e gi
ven
to p
aren
ts
so th
at th
ey c
ankn
ow h
ow b
est t
o pr
ocee
d. H
ome
educ
atio
n is
gene
rally
felt
mos
t app
ropr
iate
whe
n th
e ch
ild h
asm
uch
to le
arn
in e
very
are
aS
econ
d, th
e sc
hool
may
adm
it th
e ch
ild, c
aref
ully
note
whe
re h
e is
in e
ach
area
of h
is d
evel
opm
ent,
then
pla
n hi
s
prog
ram
in s
uch
a w
ay th
at h
eis
hel
ped
to m
atur
e in
eac
h ar
ea
as h
e ne
eds
this
hel
p.W
hate
ver
the
case
, the
sam
e de
velo
pmen
tal
step
s ar
e st
ill o
f im
port
ance
.
"Sch
ool p
rogr
ams"
as
wel
l as
"hom
e pr
ogra
ms"
mus
tsh
are
the
resp
onsi
bilit
y an
d op
port
unity
for
educ
atin
g th
e w
hole
chi
ld
and
from
earli
est i
nfan
cy fo
r be
st r
esul
ts.
Pre
sent
kno
wle
dge
show
s th
at th
e ch
ild's
bes
t and
mos
t ope
nle
arni
ng y
ears
are
from
infa
ncy
until
age
six
. Rec
ent f
eder
alle
gisl
atio
n (P
ublic
Law
90-5
38,
"Han
dica
pped
Chi
ldre
n's
Ear
lyE
duca
tion
Ass
ista
nce
Act
") s
uppo
rts
this
poi
nt o
f vie
w. O
ffice
of
Edu
catio
n fu
nds
are
bein
gm
ade
avai
labl
eto
teac
h pr
e-sc
hool
ers
bym
eans
of
tele
visi
on. S
tate
s ar
e be
ginn
ing
to c
once
rnth
emse
lves
with
the
educ
atio
n of
chi
ldre
n as
you
ng a
sth
ree
year
s ol
d.Ill
inoi
s, fo
r
exam
ple,
has
man
dato
ry le
gisl
atio
n m
akin
gav
aila
ble
educ
atio
nal
prog
ram
s fo
r ch
ildre
nbe
twee
n th
e ag
es o
f thr
ee a
nd tw
enty
-one
who
hav
e he
arin
g, v
isua
l, ph
ysic
al a
ndm
ultip
le im
pairm
ents
.
Tho
se w
ho a
re te
ache
rs n
eed
to o
bser
ve a
ndle
arn
from
child
ren
and
to b
e aw
are
ofth
eir
uniq
uene
sses
lust
as d
o
pare
nts.
Whe
n a
youn
gste
r en
ters
scho
ol, t
he p
rogr
am m
ust a
llow
the
teac
her
to g
et to
kno
w th
e ch
ild a
s a
who
le p
erso
n an
d
mus
t det
erm
ine
how
and
at w
hat l
evel
she
isfu
nctio
ning
.
Gro
wth
and
deve
lopm
ent
sequ
ence
san
dge
nera
:kn
owle
dge
rega
rdin
g ho
w c
hild
ren
lear
n pr
ovid
egu
idel
ines
for
teac
hers
in
choo
sing
goa
ls fo
r ea
ch y
oung
ster
as
wel
las
the
activ
ities
and
mat
eria
ls w
hich
will
allo
w th
ose
goal
s to
be
reac
hed.
Chi
ldre
n's
need
s w
ill v
ary.
One
chi
ld m
ay n
eed
help
in le
arni
ng to
mov
e
abou
t.A
noth
er m
ay b
eex
trem
ely
limite
din
wor
d-us
e an
d
wor
d-m
eani
ng. A
third
may
not
feed
him
self
adeq
uate
ly. A
four
th m
ay h
ave
poor
han
d us
e an
d st
rong
emot
iona
l nee
ds. A
fifth
may
hav
e a
com
bina
tion
of a
ll ne
eds.
Hel
ping
eac
h ch
ildliv
e m
ore
fully
and
incr
easi
ngly
ach
ieve
the
goal
s se
t by
the
scho
ol a
nd s
ocie
tyis
a r
equi
rem
ent o
f the
first
sch
ool y
ears
. Thi
s m
akes
nec
essa
ry a
high
ly in
divi
dual
ized
curr
icul
um c
onte
nt w
hich
cov
ers
exte
nsiv
ely
all d
evel
opm
enta
l
area
s co
nsid
ered
impo
rtan
t.T
he u
se o
f "ed
ucat
iona
l mat
eria
ls"
whi
ch m
atch
, as
near
ly a
s po
ssib
le, t
hede
velo
pmen
tal n
eeds
of 6/
the
child
is in
dica
ted.
Up
to th
e po
int o
fbe
ginn
ing
read
ing
the
mat
eria
l will
be
suita
ble
for
hom
e as
wel
l as
scho
ol u
se.
sam
e so
rts,
and
in m
any
case
s th
e sa
me
spec
ific
kind
s,of
CH
AP
TE
R V
TH
E M
ULT
IPLE
HA
ND
ICA
PP
ED
CH
ILD
: AD
DIT
ION
AL
RE
AD
INE
SS
PR
OB
LEM
S
Chi
ldre
n bo
rn w
ith o
ne h
andi
capp
ing
cond
ition
;.,,,-
quen
tly
have
oth
ers.
Fig
ures
reve
al th
at th
is m
ay b
e tr
ue o
f at l
east
one-
third
of t
hose
who
hav
e, a
t birt
h, o
ne m
ajor
impa
irmen
t. It
isbe
com
ing
iess
com
mon
tofin
dch
ildre
n w
ho a
re v
isua
lly
impa
ired
only
. For
exa
mpl
e, c
hild
ren
who
se m
othe
rs h
ad r
ubel
la
durin
g pr
egna
ncy
may
hav
e be
en in
flict
ed w
ith c
ardi
ac a
nd/o
r
hear
ing
loss
as
wel
l as
visu
al p
robl
ems.
Mul
tiple
-han
dica
pped
child
ren
are
mos
tdi
fficu
ltto
cate
goriz
e an
d de
scrib
e.T
heir
stre
ngth
s an
d la
cks
are
high
ly
indi
vidu
al b
ut th
e te
rm "
mul
tiple
-han
dica
pped
" gi
ves
no c
lue
to
the
stre
ngth
s an
d w
eakn
esse
s. P
erio
dic
eval
uatio
ns fo
r ea
ch c
hild
by k
now
ledg
eabl
e pr
ofes
sion
al p
erso
ns a
nd d
etai
led
prog
ram
s of
car
e-
fully
seq
uenc
ed le
arni
ng a
re e
ssen
tial.
Chi
ld e
valu
atio
n ce
nter
s an
d
dire
ct s
ervi
ce p
rogr
ams
for
such
chi
ldre
n an
d th
eir
fam
ilies
are
slow
ly e
volv
ing
but d
o no
t yet
mee
t the
incr
easi
ng n
eeds
. An
expa
ndin
g bo
dy o
f lite
ratu
re r
efle
cts
grow
ing
conc
ern
and
unde
r-
stan
ding
.
The
ear
ly y
ears
whi
ch a
re s
o im
port
ant f
or a
ll ch
ildre
n ar
e
cruc
ial
for
thos
e w
ho a
re m
ultip
le-h
andi
capp
ed. T
hese
chi
ldre
n
mus
t be
give
n th
e be
st p
rofe
ssio
nal e
valu
atio
n an
d di
rect
ser
vice
from
the
mom
ent t
hey
are
know
n. H
owev
er, t
hey
mus
t be
stim
ulat
ed,
enco
urag
edan
dta
ught
until
prof
essi
onal
help
is
avai
labl
e. A
feel
ing
for
child
ren,
for
how
they
lear
n, fo
r w
hat
they
wan
t to
do, f
or w
hat t
heir
need
s ar
e w
ill c
arry
thos
e w
ho
wor
k w
ith th
e'a
long
way
in e
ncou
ragi
ng th
eir
deve
lopm
ent.
A
youn
g m
othe
r w
ith li
ttle
form
al a
cade
mic
bac
kgro
und
was
hav
ing
grea
t suc
cess
inre
arin
g he
r fo
ur y
ear
old,
sev
erel
y m
ultip
le-
hand
icap
ped
son.
Acc
ordi
ng to
som
e he
r su
cces
s w
as r
emar
kabl
e.
Act
ually
, it w
as th
e re
sult
of h
er in
sigh
ts. H
er a
ppro
ach
with
her
son
reve
aled
the
unde
rsta
ndin
g th
atis
the
esse
nce
of g
ood
teac
hing
. She
sim
ply
reco
gniz
ed th
at, w
ith h
is m
ultip
le p
robl
ems,
her
son
wou
ld c
erta
inly
be
func
tioni
ng a
sre
tard
ed. S
he a
lso
reco
gniz
ed th
at h
e co
uld
lear
n if
he c
ould
be
help
ed to
do
so in
sim
ple,
logi
cally
seq
uent
ial s
teps
. She
sta
ted
that
she
look
ed a
t
her
son
inte
rms
of th
e m
ajor
lear
ning
are
as(i.
e.,
self-
care
,
mob
ility
, han
d-us
e), n
otic
ed w
hat h
e w
as d
oing
alre
ady,
then
thou
ght o
f wha
t he
coul
d be
exp
ecte
d to
do
next
, with
her
help
. The
res
ult w
as th
at h
er s
on w
as p
rogr
essi
ng in
a w
ay fe
w
wou
ld h
ave
drea
med
pos
sibl
e.
Man
y m
ultip
le-h
andi
capp
ed c
hild
ren
spen
d an
und
ue a
mou
nt
of ti
me
durin
g th
eir
early
yea
rs in
hos
pita
ls. F
or a
ny c
hild
this
can
mea
n ho
urs
of lo
nelin
ess
and
little
to d
o ev
en w
ith w
ell- 69
inte
ntio
ned
carin
gad
u:ts
.H
ospi
taliz
atio
n m
ay m
ean
that
the
mul
tiple
-han
dica
pped
chi
ld w
ill b
e ev
en m
ore
alon
e an
d pr
obab
ly
furt
her
isol
ated
beca
use
oflim
ited
sens
ory-
inta
ke m
eans
and
limite
d sp
eech
. For
this
you
ngst
er to
be
unst
imul
ated
for
long
perio
ds o
f tim
e, a
way
from
fam
iliar
sur
roun
ding
s, o
ften
with
little
or
no u
nder
stan
ding
of t
he "
why
" do
es r
eal d
amag
e to
an
alre
ady
dam
aged
bei
ng. H
ospi
tal s
tays
sho
uld
be c
onsi
dere
d on
ly w
hen
abso
lute
ly n
eces
sary
, sho
uld
be p
lann
ed fo
r in
adv
ance
, and
mad
e
asin
tere
stin
gan
den
joya
ble
aspo
ssib
le.
New
situ
atio
ns,
unfa
mili
ar p
eopl
e an
d th
e re
lativ
e la
ck o
f thi
ngs
to d
o ca
n ha
ve
cum
ulat
ive,
trau
mat
ic e
ffect
, par
ticul
ey o
n m
ultip
le-h
andi
capp
ed
child
ren.
Ano
ther
prob
lem
tow
hich
thes
ech
ildre
nar
ehi
ghly
susc
eptib
le is
that
of m
edic
atio
n
whe
n or
igin
ally
pres
crib
ed, h
as
long
edin
use.
For
exa
mpl
e,
whi
ch, e
ven
thou
gh a
ppro
pria
te
beco
me
exce
ssiv
e or
too
pro-
the
"dru
gap
proa
ch"
isle
ss
nece
ssar
yas
educ
atio
nally
orie
nted
prog
ram
s(a
imed
atth
e
70
"who
le c
hild
")be
com
e av
aila
ble
and
reac
hch
ildre
nat
thei
r
vario
us fu
nctio
ning
leve
ls. C
hild
ren
who
are
pla
ced
on m
edic
atio
n
for
one
reas
onor
ano
ther
mus
t be
re-e
xam
ined
reg
ular
ly to
dete
rmin
e w
heth
er th
eir
pres
crip
tions
are
the
mos
t des
irabl
e an
d
effe
ctiv
e. G
row
ing
know
ledg
e of
med
icin
es, d
rugs
, and
rel
ated
trea
tmen
t lea
d to
con
tinuo
us r
efin
emen
t and
sel
ectiv
e us
e.
Itis
enco
urag
ing
to n
ote
that
for
child
ren
with
sev
ere
audi
tory
and
visu
alha
ndic
aps
(ofte
nca
lled
"dea
f/blin
d")
a
mas
sive
effo
rt in
eva
luat
ion
and
educ
atio
n is
now
und
erw
ay. A
netw
ork
of r
egio
nal c
ente
rs (
com
preh
ensi
ve s
ervi
ce s
yste
ms)
for
thes
e pu
rpos
es is
bei
ng e
stab
lishe
d th
roug
hout
the
coun
try
with
fede
ral f
unds
and
inte
rest
sup
port
ing
it.P
ertin
ent i
nfor
mat
ion
can
be o
btai
ned
from
con
cern
ed lo
cal s
ourc
es, s
tate
dep
artm
ents
of
educ
atio
n an
d th
e U
nite
d S
tate
s O
ffice
of E
duca
tion
(Bur
eau
for
the
Edu
catio
n of
the
Han
dica
pped
). T
he c
ontin
uing
cen
tral
effo
rt
mus
t be
to fi
nd e
arly
, eva
luat
e ac
cura
tely
, and
ser
ve e
ffect
ivel
y
ALL
chi
ldre
n w
ith a
ny k
ind
of s
peci
al n
eed.
r7r7
,127
,1,
CH
AP
TE
R V
i MA
TE
RIA
LS A
ND
SE
RV
ICE
S: S
OU
RC
ES
Edu
catio
nal M
ater
ials
Alth
ough
muc
h of
the
follo
win
gha
sbe
ensa
id,
itis
appr
opria
te to
con
side
r in
this
par
ticul
ar c
onte
xt c
erta
in m
ajor
poin
ts r
egar
ding
edu
catio
nal
mat
eria
ls.
Suc
h m
ater
ials
will
be
foun
d in
man
y ho
mcs
in th
e fo
rm o
f hou
seho
ld o
bjec
ts. A
mon
g
thos
e co
nduc
ive
to le
arni
ng a
repo
ts, p
ans
and
othe
r ki
tche
n
uten
sils
, old
bla
nket
s an
d lin
ens,
woo
d sc
raps
, ham
mer
s an
d la
rge
nails
, and
bac
kyar
d fe
atur
es s
uch
as m
ud, s
and
and
dirt
. The
se
envi
ronm
enta
l mat
eria
ls a
re in
gre
at p
art a
dequ
ate
for
all c
hild
ren
durin
g th
e fir
st y
ears
of
life.
Unt
ila
child
is fu
nctio
ning
at
abou
t a tw
o ye
ar o
ld le
vel t
here
is li
ttle
reas
on to
pur
chas
e to
ys
or p
lay
item
s fo
r hi
m.
The
sel
ectio
n of
a s
uita
ble
mat
eria
l for
a g
iven
boy
or
girl
shou
ld b
e ba
sed
on th
at c
hild
's d
evel
opm
enta
l lev
el a
nd w
ill h
ave
to ta
ke in
to c
onsi
dera
tion
wha
t his
ow
n ho
useh
old
has
on h
and
or is
abl
e to
pro
vide
. As
the
child
mat
ures
and
has
a br
oad
num
ber
of e
xper
ienc
es b
ehin
d hi
m, h
e w
ill d
evel
op p
refe
renc
es
and
will
do a
nin
crea
sing
am
ount
of s
elec
ting
from
cho
ices
alre
ady
fam
iliar
to h
im.
Whe
n sh
oppi
ng fo
r m
ater
ials
for
a vi
sual
ly im
paire
d ch
ild
one
shou
ld s
eek
item
s w
hich
allo
wth
e yo
ungs
ter
a fu
ll-us
e
expe
rienc
e.Ite
ms
shou
ld b
e co
nsid
ered
inte
rms
of w
eigh
t,
text
ure,
sou
nd, m
ovem
ent,
appe
aran
ce a
nd p
ossi
ble
purp
oses
.If
a
child
has
som
e us
eful
visi
on,
visu
al a
spec
ts w
ill n
eed
to b
e
cons
ider
ed. C
erta
in fe
atur
es o
f a m
ater
ial,
such
as
glar
e, m
ay
have
to b
e gu
arde
d ag
ains
t. T
here
will
be
thin
gs to
buy
whi
ch
can
be c
hang
ed,
in o
ne o
r se
vera
l way
s, a
nd th
en w
ill b
e of
incr
ease
d m
eani
ng fo
r a
youn
gste
r w
ith v
isua
l lim
itatio
ns. F
or
exam
ple,
a te
xtur
ed s
urfa
ce g
lued
ont
o th
e or
igin
al s
urfa
ce o
f a
toy
mig
ht m
ake
it m
uch
mor
e in
tere
stin
g to
see
ing
finge
rs.
As
a ge
nera
lru
le, a
chi
ld w
ill b
enef
it m
ost f
rom
hav
ing
a
few
wel
l-sel
ecte
d to
ys, e
ach
of w
hich
offe
rs a
def
inite
ly d
iffer
ent
lear
ning
exp
erie
nce.
Par
ticul
arly
at f
irst,
a ch
ild s
houl
d be
abl
e to
thor
ough
ly e
xplo
re e
ach
toy
or o
ther
mat
eria
lre
ceiv
ed a
nd
shou
ld h
ave
the
chan
ce to
use
eac
h a
num
ber
of ti
mes
. A p
lace
shou
ld b
e se
t asi
de fo
r th
e ch
ild's
toys
so
that
he
can
get t
hem
as w
ante
d. T
his
he s
houl
d be
enc
oura
ged
todo
incr
easi
ngly
as
he
mat
ures
.
The
vis
ually
impa
ired
youn
gste
r ca
n be
gin
to le
arn
early
that
cer
tain
pla
ces
in th
e ho
use
and
yard
are
for
play
and
wor
k,
whi
le c
erta
in o
ther
pla
ces
are
not.
He
can
lear
n ho
w a
nd w
here
to p
ut th
ings
aw
ay. A
feel
ing
of b
eing
a c
ontr
ibut
ing
mem
ber
can
begi
n in
this
see
min
gly
smal
l, bu
t hig
hly
impo
rtan
t way
.
Whe
n a
child
isfir
st in
trod
uced
to a
giv
en to
y or
oth
er
obje
ct,
it sh
ould
be
show
n hi
m b
y pu
tting
itin
his
han
ds a
nd
help
ing
him
look
at i
ts d
iffer
ent f
eatu
res.
Jus
t pas
sing
a h
and
over
a s
urfa
ce is
not
eno
ugh.
If th
e ob
ject
is h
and
size
, it s
houl
d
be h
eld
by th
ech
ildto
allo
w h
im to
feel
itslig
htne
ss o
r
heav
ines
s.It
shou
ld b
e fe
lt fo
r te
xtur
al c
hara
cter
istic
s w
ith th
e
insi
desu
rfac
e of
the
palm
, thu
mb
and
finge
rs.
It sh
ould
be
look
ed a
t mor
e cl
osel
y w
ith th
e th
umb
and
finge
rs o
f one
or
both
han
ds.
It co
uld
be s
mel
led,
exa
min
ed fo
r m
ovab
le p
arts
,
look
ed a
t,vi
sual
lyif
appr
opria
te, i
n te
rms
of p
urpo
ses
to b
e
acco
mpl
ishe
d. T
he y
oung
er c
hild
will
eve
n ex
plor
e fo
r ta
ste
and
for
the
feel
of a
mat
eria
l to
his
lips,
tong
ue a
nd te
eth.
If th
e
obje
ct lo
oked
at
isla
rger
than
han
d si
ze,
it ca
n st
illbe
see
n
thro
ugh
use
of th
e ab
ove
appr
oach
es, b
ut m
ore
time
and
cont
act
may
be
nece
ssar
y to
vie
w it
as
a w
hole
. In
gene
ral,
a lo
ok a
t the
who
leob
ject
with
hand
s an
dfin
gers
,fo
llow
ed b
y a
mor
e
thor
ough
look
at s
epar
ate
part
s, th
en a
noth
er o
verv
iew
will
be
a
good
beg
inni
ng fo
r m
any.
The
vis
ually
impa
ired
child
, esp
ecia
lly
at fi
rst,
will
nee
d to
be
show
n ho
w to
look
at t
hing
s. A
s he
deve
lops
, he
will
bec
ome
mor
e ab
le to
do
this
mea
ning
fully
on
his
own;
he
will
lear
n to
mak
e ce
rtai
n m
odifi
catio
ns to
mee
t his
own
need
s.
72
In in
trod
ucin
g th
e vi
sual
ly im
paire
d yo
ungs
ter
to a
n ob
ject
,
appr
opria
tew
ords
shou
ldbe
used
alon
gw
ithth
eph
ysic
al
dem
onst
ratio
n. W
ords
, cho
sen
to c
lear
ly s
ay w
hat t
he y
oung
ster
can
unde
rsta
nd, w
ill te
ach
the
child
abo
ut th
e ta
sk in
han
d as
wel
l as
cont
ribut
e to
the
deve
lopm
ent o
f his
voc
abul
ary.
The
y
will
hel
p hi
m fe
el th
e ad
ult's
par
ticip
atio
n an
d co
ncer
n an
d w
ill
help
him
fit n
ew le
arni
ngs
into
wha
t he
alre
ady
know
s.
Man
y to
ys e
njoy
ed b
y si
ghte
d ch
ildre
n m
ay a
lso
be v
ery
muc
h lik
ed b
y th
e vi
sual
ly im
paire
d ch
ild, t
houg
h pe
rhap
s fo
r
diffe
rent
rea
sons
. Dur
ing
the
first
yea
r or
so,
this
fact
can
be
espe
cial
ly r
eass
urin
g to
the
pare
nts
of a
vis
ually
impa
ired
boy
or
girl.
Pur
chas
ing
toys
sim
ilar
to th
ose
that
frie
nds
are
buyi
ng fo
r
thei
r ch
ildre
n ca
n he
lp s
uch
pare
nts
see
the
child
-nes
s in
thei
r
infa
nt, a
nd c
an h
elp
them
pla
ce th
e im
pairm
ent w
ithin
the
who
le
pict
ure.
Itis
impo
rtan
t tha
t par
ents
not
be
imm
obili
zed
by th
e
fear
that
the
"wro
ng k
ind"
of t
oy w
ill g
et in
to th
eir
youn
gste
r's
hand
s; r
athe
r, th
ey n
eed
to b
e he
lped
in u
nder
stan
ding
, whe
n
thei
rch
ildus
esso
met
hing
ina
"diff
eren
t way
," w
hat h
is
purp
oses
and
ple
asur
es m
ay b
e in
doi
ng s
o. C
erta
inly
edu
catio
nal
mat
eria
ls s
houl
d be
thou
ghtfu
lly c
hose
n fo
r th
e pa
rtic
ular
chi
ld,
but
adul
tsca
nbe
help
edto
deve
lop
skill
inm
akin
g to
y
sele
ctio
ns. W
hen
appr
opria
te g
uide
lines
are
und
erst
ood
and
used
,
the
resp
onsi
bilit
y w
ill s
eem
less
terr
ifyin
g.
The
edu
catio
nal m
ater
ials
gro
upin
gs in
the
list w
hich
follo
ws
are
roug
hly
in o
rder
acc
ordi
ng to
the
degr
ee o
f diff
icul
ty o
f the
task
invo
lved
(inte
rms
of a
ttent
ion
dem
ande
d, m
uscl
e us
e,
eye/
ear/
hand
coo
rdin
atio
n,et
c.)
The
re w
illbe
, how
ever
, muc
h
over
lap
both
in te
rms
of in
tere
st a
nd a
bilit
y w
hen
the
indi
vidu
al
child
is c
once
rned
. With
in e
ach
cate
gory
one
sho
uld
thin
k in
term
sof
mov
ing
from
the
sim
ples
t,ea
sies
t and
mos
t gro
ss
mat
eria
ls to
the
mor
e di
fficu
lt or
ref
ined
. We
mus
t be
wel
l aw
are
that
this
isno
t alis
tin
alit
eral
sens
e of
pro
gres
sion
.F
or
exam
ple,
"bo
oks"
in te
rms
of th
e ch
ild's
rea
ding
them
him
self
wou
ld r
equi
re a
n ad
vanc
ed le
vel o
f fun
ctio
ning
.In
term
s of
the
child
'sde
velo
ping
inte
rest
inbo
oks
read
to h
im b
y ot
hers
,
how
ever
, it
is o
bvio
us th
at a
muc
h m
ore
elem
enta
ry fu
nctio
ning
leve
lis
requ
ired.
Suc
h m
ater
ials
as
dolls
may
be
plea
sing
and
ente
rtai
ning
to a
ver
y yo
ung
child
bec
ause
of c
erta
in q
ualit
ies
of
form
,si
ze,
text
ure,
etc.
,bu
ton
lyla
ter
evok
ein
tere
stas
repr
esen
tativ
es o
f rea
l-life
cou
nter
part
s.
Dev
elop
men
tal E
duca
tiona
l Mat
eria
ls fo
r th
e V
isua
lly Im
paire
d
Chi
ld crib
toys
to lo
ok a
t, to
sou
nd, t
o fe
el, t
o sm
ell
to e
ncou
rage
hea
d co
ntro
l and
sitt
ing
to e
ncou
rage
two
hand
s to
geth
er a
t the
mid
line
of th
e bo
dy,
gras
ping
in a
n in
crea
sing
ly r
efin
ed w
ay
for
teet
hing
to fe
el th
roug
h gr
aspi
ng, t
o en
joy
thro
ugh
hold
ing,
to e
xplo
re
tact
ually
to c
ause
to s
ound
, to
mak
e di
ffere
nt th
ings
hap
pen
to e
ncou
rage
rea
chin
g an
d m
obili
ty th
roug
h cr
eepi
ng, s
tand
ing,
wal
king
to s
it on
, rid
e on
, mov
e on
in g
ross
way
s
to d
evel
op s
ome
thum
b-fin
ger
wor
king
toge
ther
toca
rry,
toal
low
putti
ngin
and
taki
ng o
ut (
obje
cts
of
diffe
rent
wei
ghts
, tex
ture
s, s
ound
s, s
izes
and
sha
pes)
to e
ncou
rage
diff
eren
t kin
ds o
f dire
ctio
n fo
llow
ing
with
bod
ily
mov
emen
t (i.e
., re
cord
s, s
ingi
ng g
ames
, etc
.)
such
as
clay
, mud
, san
d, fi
nger
pai
nts,
wat
erto
pou
r, s
prea
d,
sque
eze,
rol
l, sh
ape,
sm
ell,
feel
with
mov
able
par
ts th
at c
ome
apar
t and
can
be
put b
ack
toge
ther
, tha
t scr
ew a
nd u
nscr
ew
rela
tive
to"p
layi
ng p
rete
nd"
(for
exa
mpl
e, d
ress
ing
up o
r
play
ing
hous
e)
to p
ut in
ord
er, b
y on
e di
men
sion
or
anot
her
with
par
ts th
at h
ave
to b
e di
scrim
inat
ed, m
atch
ed (
espe
cial
ly
by s
hape
, siz
e, te
xtur
e, w
eigh
t, po
sitio
n, c
olor
); ju
dged
to b
e al
ike
or
diffe
rent
; cou
nted
to b
uild
with
(bl
ocks
, too
ls, c
onst
ruct
ion
sets
)
to g
et m
eani
ng fr
om b
ecau
se o
f the
ir m
inia
ture
-siz
ed li
knes
ses
to r
eal o
bjec
ts (
dolls
, car
s)
6 m
ater
ials
like
. sci
ssor
s, p
aste
, cra
yons
, pai
nts
book
s an
d ot
her
mat
eria
ls d
irect
ly r
elat
ed to
rea
ding
Obt
aini
ng E
duca
tiona
l Mat
eria
ls
Muc
h of
the
educ
atio
nal
mat
eria
ls p
rodu
ced
for
sigh
ted
youn
gste
rs c
an b
e us
ed e
ffect
ivel
y by
vis
ually
impa
ired
boys
and
girls
.It
is n
ot p
ossi
ble
to e
valu
ate
and
endo
rse
prod
ucts
or
to
list a
ll th
e or
gani
zatio
ns a
nd c
ompa
nies
pro
vidi
ng g
ood
ones
. The
follo
win
g lis
t,
effo
rt to
the
requ
est,
offe
r
how
ever
, inc
lude
s co
mpa
nies
whi
ch d
evot
e m
uch
youn
g ch
ild. T
heir
cata
logs
, usu
ally
pro
vide
d on
larg
e se
lect
ions
from
whi
ch a
pt c
hoic
es o
f saf
e,
desi
rabl
e an
d ec
onom
ical
item
s ca
n be
mad
e.
Man
y of
the
com
pani
es n
amed
sup
ply
reco
rds
for
youn
g
child
ren
whi
ch a
re q
uite
app
ropr
iate
for
youn
gste
rs w
ith v
isua
l
impa
irmen
ts, a
s w
ell a
s fo
r si
ghte
d ch
ildre
n. A
num
ber
of th
e
maj
or r
ecor
d fir
ms
have
alin
e fo
r yo
ung
peop
le (
i.e.
Cap
itol,
Col
umbi
a, D
ecca
, Fol
kway
s, R
.C.A
. Vic
tor)
. Whe
n re
cord
s, r
adio
or te
levi
sion
are
use
d in
a p
urpo
sefu
l and
sele
ctiv
e w
ay r
athe
r
than
as
paci
fiers
for
long
per
iods
of t
ime
they
can
fost
er le
arni
ng
and
stim
ulat
e ne
w in
tere
sts
and
activ
ities
.
The
wor
ld o
f you
ng c
hild
ren'
s bo
oks
is a
cro
wde
d on
e.It
cont
ains
a w
ide
varie
tyin
term
s of
sub
ject
, siz
e,ill
ustr
atio
ns,
voca
bula
ry, p
urpo
se,
etc.
Sel
ectio
n of
boo
ks fo
r a
give
n ch
ild
mus
t be
done
in te
rms
of h
is in
divi
dual
need
s, a
s w
ould
be
true
with
sig
hted
chi
ldre
n. T
he c
hild
with
eve
n a
little
vis
ion
can
enjo
y co
lors
on
a pa
ge, p
erha
ps e
ven
shap
es,
whe
n th
ese
are
poin
ted
out t
o hi
m a
s he
isre
ad to
. The
you
ngst
er w
ho s
ees
74
bette
r st
ill w
ill b
e ab
le to
app
reci
ate
mor
e of
a p
ictu
re, m
ore
of
the
deta
ils, i
f the
se a
re s
how
n to
him
aga
in a
nd a
gain
. Mos
tof
the
book
s fo
r th
ese
youn
gste
rs s
houl
d be
cho
sen
for
qual
ities
whi
ch e
ncou
rage
the
child
's p
artic
ipat
ion.
Of c
ours
e, s
ome
of
thes
e m
ater
ials
will
be c
hose
n fo
r th
eir
audi
tory
and
mea
ning
aspe
cts,
chie
fly.
For
the
youn
gste
rw
ithno
visi
on,
the
hom
e-m
ade
book
s di
scus
sed
earli
erar
e pa
rtic
ular
ly a
pplic
able
.
The
y w
illin
tere
stal
lch
ildre
n, h
owev
er. C
erta
in o
rgan
izat
ions
,
such
as
The
Vis
ion
Cen
ter
and
The
Chr
istia
n R
ecor
d B
raill
e
Fou
ndat
ion,
Inc.
, are
mak
ing
avai
labl
e fo
r th
e yo
ung
child
boo
ks
with
prin
t and
bra
ille
side
-by-
side
. Tho
ugh
in m
any
case
s th
e
voca
bula
ryis
such
that
even
begi
nnin
gre
adin
gca
nnot
be
man
aged
, the
ver
y fa
ct th
at a
boo
k co
ntai
ns w
ords
in h
is o
wn
med
ium
mak
esit
mor
ein
tere
stin
gto
the
seve
rely
visu
ally
impa
ired
child
. Abo
ve a
llel
se,
itis
impo
rtan
t tha
t the
you
ng'
child
be
read
to, o
ver
and
over
, and
thus
ear
ly g
et th
e fe
el fo
r
all t
he m
any
valu
es a
nd p
leas
ures
of r
eadi
ng.
Sou
rces
of G
ener
al E
duca
tiona
l Mat
eria
ls fo
r Y
oung
Chi
ldre
n:
Alli
ed E
duca
tiona
l Cou
ncil
P.O
. Box
78
Gal
ien,
Mic
higa
n 49
113
Am
eric
an G
uida
nce
Ser
vice
, Inc
.P
ublis
hers
' Bui
ldin
gC
ircle
Pin
es, M
inne
sota
550
14
Chi
ldcr
aft E
quip
men
t Com
pany
, Inc
.(A
bbat
t Dev
elop
men
tal T
oys
Cat
alog
, als
o)15
5 E
ast 2
3rd
Str
eet
New
Yor
k, N
ew Y
ork
1001
0
Chr
istia
n R
ecor
d B
raill
e F
ound
atio
n, In
c.44
44 S
outh
52n
d S
tree
tLi
ncol
n, N
ebra
ska
6850
6
Com
mun
ity P
layt
hing
sR
ifton
, New
Yor
k 12
471
Con
stru
ctiv
e P
layt
hing
s10
40 E
ast 8
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Str
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Kan
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City
, Mis
sour
i 641
31
Dav
id C
. Coo
k P
ublis
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Com
pany
Sch
ool P
rodu
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Div
isio
n85
0 N
orth
Gro
ve A
venu
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lgin
, Illi
nois
601
20
Cre
ativ
e P
layt
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c,E
duca
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l Dep
artm
ent
Prin
ceto
n, N
ew J
erse
y 08
540
A. D
aigg
er a
nd C
ompa
ny, I
nc.
Edu
catio
nal T
each
ing
Aid
s D
ivis
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159
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t Kin
zie
Str
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Chi
cago
, Illi
nois
606
10
Dev
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earn
ing
Mat
eria
ls35
05 N
orth
Ash
land
Ave
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Chi
cago
, Illi
nois
605
57
Dic
k B
lick
Box
126
7G
ales
burg
, Illi
nois
614
01
Edu
catio
nal R
esea
rch
Ass
ocia
tes,
Inc.
P.O
. Box
660
4P
hila
delp
hia,
Pen
nsyl
vani
a 19
149
Ele
ctro
nic
Fut
ures
, Inc
.57
Dod
ge A
venu
eN
orth
Hav
en, C
onne
ctic
ut 0
6473
Fis
her-
Pric
e T
oys,
Inc.
Eas
t Aur
ora,
New
Yor
k 14
052
Fol
lett
Pub
lishi
ng C
ompa
ny10
10 W
est W
ashi
ngto
n B
oule
vard
Chi
cago
, Illi
nois
606
07
Gen
eral
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tree
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ork,
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e P
ress
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erki
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choo
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the
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ater
tow
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assa
chus
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021
72
Idea
l Sch
ool S
uppl
y C
ompa
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ak L
awn,
Illin
ois
6045
3
Inst
ruct
o C
orpo
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nP
aoli,
Pen
nsyl
vani
a 19
301
The
Lig
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Ser
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sT
he N
ew Y
ork
Ass
ocia
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for
the
Blin
d11
1 E
ast 5
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New
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.Y. 1
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Lynd
oncr
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duca
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l Equ
ipm
ent
P.O
. Box
12
Ros
emea
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alifo
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917
70
Mon
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Lin
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oule
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St.
Loui
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isso
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3166
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ivis
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is P
aper
Com
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2110
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h A
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outh
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3523
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ol, I
nc. (
divi
sion
of M
ilton
Bra
diey
Com
pany
)37
20 N
orth
Ked
zie
Ave
nue
Chi
cago
, Illi
nois
606
18
Res
pons
ive
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ironm
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Cor
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Lear
ning
Mat
eria
ls D
ivis
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Eng
lew
ood
Clif
fs, N
ew J
erse
y 07
632
75
F. A
. 0. S
chw
arz
Chi
ldre
n's
Wor
ld74
5 F
ifth
Ave
nue
New
Yor
k, N
ew Y
ork
1002
2
Sifo
Com
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834
Nor
th S
even
th S
tree
tM
inne
apol
is, M
inne
sota
554
11
Ste
in E
nter
pris
es21
027
- 61
st S
tree
t, W
est
Lynn
woo
d, W
ashi
ngto
n 98
036
Tac
tile
Aid
s fo
r th
e B
lind,
Inc.
2625
For
est A
venu
eD
es M
oine
s, Io
wa
5031
1
Tea
chin
g R
esou
rces
(of
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he N
ew Y
ork
Tim
es10
0 B
oyls
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Mas
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2116
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ch A
ids
1790
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th J
unip
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tree
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scon
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, Cal
iforn
ia 9
2025
Tou
ch, I
nc.
P.O
. Box
171
1A
lban
y, N
ew Y
ork
1220
1
Tup
perw
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Hom
e P
artie
sO
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o, F
lorid
a 32
802
Vis
ion
Cen
ter
1393
Nor
th H
igh
Str
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Col
umbu
s, O
hio
4320
1
Org
aniz
atio
ns a
nd P
rogr
ams
Who
se S
ervi
ces
Per
tain
to th
e Y
oung
Vis
ually
Impa
ired
Chi
ld
(The
se a
re n
ot in
tend
ed to
be
com
preh
ensi
ve li
stin
gs. T
hose
76
desi
ring
info
rmat
ion
pert
inen
t to
loca
l con
cern
s m
ay o
btai
n
it by
writ
ing
to th
e ad
dres
ses
give
n be
low
.)
Tho
se C
once
rned
With
You
ng C
hild
ren
Gen
eral
ly:
Ass
ocia
tion
for
Chi
ldho
od E
duca
tion
Inte
rnat
iona
l36
15 W
isco
nsin
Ave
nue,
N.W
.W
ashi
ngto
n, D
.C. 2
0016
Thi
sas
soci
atio
nis
inte
nded
for
prof
essi
onal
pers
ons,
inte
rest
edin
child
ren
from
the
nurs
ery
educ
atio
nal
leve
lth
roug
h ju
nior
hig
h sc
hool
. It p
ublis
hes
a bi
mon
thly
jour
nal,
book
s fo
r ch
ildre
n, a
nd m
ater
ials
reg
ardi
ng y
oung
chi
ldre
n.It
has
loca
l, se
ctio
nal a
nd a
nnua
l mee
tings
whi
ch a
re o
pen
to in
tere
sted
par
ticip
ants
.
Ele
men
tary
Kin
derg
arte
n N
urse
ry E
duca
tion
(EK
/NE
),C
omm
iree
ofN
atio
nal E
duca
tion
Ass
ocia
tion
1201
Six
teen
th S
tree
t, N
.W.
Was
hing
ton,
D.C
. 200
36
Thi
s is
a r
ecen
tly-b
egun
com
mitt
ee in
tend
ed fo
r pr
ofes
sion
alpe
rson
s in
tere
sted
inch
ildre
n fr
om th
e nu
rser
y ed
ucat
ion
leve
lth
roug
h gr
ade
six.
Itis
mak
ing
avai
labl
e pe
rtin
ent
publ
icat
ions
.
Nat
iona
l Ass
ocia
tion
for
the
Edu
catio
n of
You
ng C
hild
ren
1629
21s
t Str
eet,
N.W
.W
ashi
ngto
n, D
.C. 2
0009
Thi
sas
soci
atio
nis
inte
nded
for
prof
essi
onal
pers
ons
inte
rest
edin
the
pre-
scho
ol c
hild
.It
publ
ishe
s a
quar
terly
jour
nal
entit
led
You
ng C
hild
ren
as w
ell
as o
ther
rel
ated
mat
eria
ls.
Its a
nnua
l nat
iona
l and
reg
iona
l con
fere
nces
are
open
to in
tere
sted
par
ties.
Par
ent C
oope
rativ
e P
resc
hool
s In
tern
atio
nal
Whi
tesi
de-T
aylo
r C
entr
e fo
r C
oope
rativ
e E
duca
tion
2055
1 La
kesh
ore
Roa
dB
ate
D'u
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Que
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Can
ada
A c
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tend
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erso
ns,
this
gro
up h
olds
an
annu
al m
eetin
gan
d th
ere
are
perio
dic
regi
onal
mee
tings
with
inits
five
dist
ricts
.Its
pub
licat
ions
incl
ude
Offs
prin
g, a
sem
i-yea
rlym
agaz
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and
The
Par
enta
lC
oope
rativ
e, a
sem
i-yea
rly n
ewsl
ette
r.
Sou
ther
n A
ssoc
iatio
n fo
r C
hild
ren
Und
er S
ix10
70 M
oss
Ave
nue,
N.E
.O
rang
ebur
g, S
outh
Car
olin
a 29
115
With
adi
stric
t org
aniz
atio
nin
each
of
stat
es,
SA
CU
S o
pens
itsm
embe
rshi
pin
tere
sted
in th
e yo
ung
child
. The
re a
rem
eetin
gs a
nd s
ome
pert
inen
t pub
licat
ions
.
thirt
een
sout
hern
toal
lw
ho a
relo
cal a
nd r
egio
nal
Uni
ted
Sta
tes
Com
mitt
ee fo
r E
arly
Chi
ldho
od E
duca
tion
27 G
ram
ercy
Par
kN
ew Y
ork,
New
Yor
k 10
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Thi
spr
ofes
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oup
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rtic
ular
lyin
tere
sted
in
inte
rnat
iona
lpr
e-sc
hool
educ
atio
n.'t
prov
ides
perio
dic
pert
inen
tne
wsl
ette
rsse
ntto
itsm
embe
rshi
pby
the
Pre
side
ntof
the
Uni
ted
Sta
tes
and
cond
ucts
aw
orld
conf
eren
ce e
very
thre
e ye
ars
or s
o.
Tho
seC
once
rned
With
You
ngV
isua
llyIm
paire
dC
hild
ren,
Par
ticul
arly
(in
som
e ca
ses,
mul
tiple
-impa
ired)
:
Am
eric
an F
ound
atio
n fo
r th
e B
lind,
Inc.
15 W
est 1
6th
Str
eet
New
Yor
k, N
ew Y
ork
1001
1
Thi
s na
tiona
l org
aniz
atio
n se
rves
as
acl
earin
g ho
use
on a
llin
form
atio
n pe
rtin
ent t
o bl
indn
ess
and
blin
d pe
rson
s, b
oth
child
ren
and
adul
ts. T
he F
ound
atio
nis
inte
rest
ed in
res
earc
han
d le
gisl
atio
n an
d of
fers
cons
ulta
tive
help
to a
genc
ies.
Itha
s a
spec
ial
libra
ry r
egar
ding
blin
dnes
s an
dm
anuf
actu
res
for
the
visu
ally
han
dica
pped
.
Am
eric
an P
rintin
g H
ouse
for
the
Blin
d, In
c.18
39 F
rank
fort
Ave
nue
Loui
svill
e, K
entu
cky
4020
6
AP
H s
uppl
ies
blin
d ch
ildre
n, g
rade
s on
eth
roug
h tw
elve
, in
the
Uni
ted
Sta
tes
with
edu
catio
nal
mat
eria
ls,
publ
ishi
ngbo
oks,
mag
azin
es a
nd r
elat
edm
ater
ials
in s
ever
al m
edia
. It
man
ufac
ture
sed
ucat
iona
lai
ds,
and
cond
ucts
an
annu
al
cens
us o
fbl
ind
stud
ents
. The
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eric
an P
rintin
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enga
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ch a
nd m
akes
ava
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ts o
f res
ourc
espe
rtin
ent t
o th
e ed
ucat
ion
of b
lind
child
ren.
Ass
ocia
tion
for
the
Edu
catio
n of
the
Vis
ually
Han
dica
pped
1604
Spr
uce
Str
eet
Phi
lade
lphi
a, P
enns
ylva
nia
1910
3
Thi
s as
soci
atio
nis
inte
nded
for
pare
nts
and
prof
essi
onal
pers
ons,
publ
ishe
sa
jour
nal,
Edu
catio
n of
the
Vis
ually
Han
dica
pped
,fo
urtim
esye
arly
and
ane
wsl
ette
r,
Fou
ntai
nhea
d,fiv
e tim
es y
early
.Its
con
fere
nces
are
hel
dbi
enni
ally
.
Ass
ocia
tion
of th
e Ju
nior
Lea
gues
of A
mer
ica,
Inc.
c/o
Wal
dorf
Ast
oria
301
Par
k A
venu
eN
ew Y
ork,
New
Yor
k 10
022
Anu
mbe
rof
Juni
orLe
ague
sw
orki
ngw
ithlo
cal
orga
n iz
atio
nsse
rvin
gbl
ind
pers
ons
coop
erat
ew
ithed
ucat
iona
l and
info
rmat
iona
lpr
ojec
ts a
imed
at p
reve
ntio
nof
blin
dnes
s.
Chr
istia
n R
ecor
d B
raill
e F
ound
atio
n,In
c.44
44 S
outh
52n
d S
tree
tLi
ncol
n, N
ebra
ska
6850
6
Thi
sfo
unda
tion
serv
espe
rson
sth
roug
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the
wor
ld,
supp
lyin
g bl
ind
pare
nts
ofpr
esch
ool s
ight
ed c
hild
ren,
as
wel
las
libr
arie
s an
din
stitu
tions
with
Ful
l Vis
ion
Boo
ks, a
t no
char
ge.
Del
ta G
amm
a F
ound
atio
n32
50 R
iver
side
Driv
eC
olum
bus,
Ohi
o 43
221
77
Thi
sch
apte
rm
embe
rshi
pfr
ater
nity
cond
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Del
taG
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a pr
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ts o
n S
ight
Con
serv
atio
n an
d A
id to
the
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d, e
ncou
rage
s lo
cal c
omm
unity
ser
vice
by
mem
bers
and
fost
ers
prog
ram
s at
the
loca
lle
vel
base
d on
indi
geno
usne
eds.
Div
isio
n fo
r th
e V
isua
lly H
andi
capp
ed: P
artia
lly S
eein
gan
d B
lind
Cou
ncil
for
Exc
eptio
nal C
hild
ren
(CE
C)
Jeffe
rson
Pla
za, S
uite
900
1499
Jef
fers
on D
avis
Hig
hway
Arli
ngto
n, V
irgin
ia 2
2202
Thi
spr
ofes
sion
alor
gani
zatio
nha
slo
cal
chap
ters
inth
eU
nite
dS
tate
s an
d C
anad
a. T
he o
vera
ll C
EC
org
aniz
atio
npu
blis
hes
AD
VH
New
slet
ter,
jour
nals
,m
onog
raph
s, o
ther
pape
rs a
nd s
pons
ors
annu
al in
tern
atio
nal c
onfe
renc
es a
s w
ell
aslo
cal
mee
tings
.T
heC
EC
Info
rmat
ion
Cen
ter
onE
xcep
tiona
l Chi
ldre
n (C
EC
-ER
IC)
acts
as
a re
ferr
al c
ente
rfo
r in
form
atio
n re
ques
ts in
the
area
s of
spe
cial
edu
catio
nan
d ch
ild h
ealth
.
Lion
s In
tern
atio
nal
209
Nor
th M
ichi
gan
Ave
nue
Chi
cago
, Illi
nois
606
01
The
bus
ines
s an
d pr
ofes
sion
al m
en in
this
inte
rnat
iona
las
soci
atio
n ha
ve a
maj
or s
ervi
ce in
tere
st in
blin
d pe
rson
s an
dbl
indn
ess.
Nat
iona
l Soc
iety
for
the
Pre
vent
ion
of B
lindn
ess
79 M
adis
on A
venu
eN
ew Y
ork,
New
Yor
k 10
016
The
Soc
iety
ser
ves
the
Uni
ted
Sta
tes
thro
ugh
stat
e di
visi
ons.
It su
ppor
ts r
esea
rch
and
stud
ies
rega
rdin
g ey
e di
seas
es a
ndbl
indn
ess
and
is in
tere
sted
in p
reve
ntio
n an
d de
tect
ion
ofpr
esch
oole
rs' v
isio
n pr
oble
ms
and
med
ical
, edu
catio
nal a
ndsa
fety
pro
gram
s fo
r pe
rson
s of
all
ages
.
New
Yor
k C
omm
issi
on fo
r th
e B
lind
and
Vis
ually
Han
dica
pped
1450
Wes
tern
Ave
nue
Alb
any,
New
Yor
k 12
203
78
Alth
ough
this
com
mis
sion
serv
esN
ew Y
ork
Sta
te,
book
lets
are
ava
ilabl
e fo
r pu
rcha
se a
nd a
re p
ertin
ent t
ovi
sual
ly im
paire
d ch
ildre
n.
Tel
epho
ne P
ione
ers
of A
mer
ica
Sup
ervi
sor,
Com
mun
ity S
ervi
ce A
ctiv
ities
195
Bro
adw
ayN
ew Y
ork,
New
Yor
k 10
007
its all
Thi
s or
gani
zatio
n ha
s lo
cal c
hapt
ers
thro
ugho
ut b
oth
the
Uni
ted
Sta
tes
and
Can
ada.
Its m
embe
rs a
reac
tive
and
retir
ed e
mpl
oyee
s of
Tel
epho
ne In
dust
ries.
Its
loca
l cha
pter
s'co
ncer
ns a
re v
arie
d bu
t som
e ar
e re
late
d to
the
need
s of
pre-
scho
ol y
oung
ster
s w
ith v
isua
l im
pairm
ents
.
Fed
eral
and
Sta
te A
genc
ies
and
Ser
vice
s
Dep
artm
ents
of e
duca
tion,
hea
lth, m
enta
l hea
lth a
nd w
elfa
re
have
gen
eral
info
rmat
ion
to g
ive
and
gene
ral s
ervi
ces
to o
ffer
thro
ugh
both
fede
ral a
nd s
tate
str
uctu
res.
The
y ha
ve in
form
atio
n
and
mat
eria
ls to
giv
e an
d ar
e in
the
posi
tion
to m
ake
refe
rral
to
othe
r ag
enci
es w
here
pre
scho
ol v
isua
lly h
andi
capp
ed y
oung
ster
s
are
help
ed.
Eve
ry s
tate
has
a d
epar
tmen
t of e
duca
tion
with
in it
s ge
nera
l
stru
ctur
e. In
man
y ca
ses,
ther
e ar
e di
visi
ons
of s
peci
al e
duca
tion.
Wha
teve
r th
ete
rms
empl
oyed
or
the
syst
ems
used
,vi
sual
ly
impa
ired
child
ren
are
avi
tal
conc
ern.
Que
stio
ns p
erta
inin
g to
educ
atio
nal p
rogr
ams
for
youn
g vi
sual
ly im
paire
d ch
ildre
n sh
ould
be d
irect
ed,
whi
le th
e yo
ungs
ters
are
stil
lsm
all (
age
thre
e or
earli
er),
to th
e ap
prop
riate
sta
te o
ffice
.
Ser
vice
s fo
r yo
ung
child
ren
is o
ne o
f the
con
cern
s of
sta
te
depa
rtm
ents
invo
lved
with
heal
th,
men
tal
heal
than
dch
ild
7, ,r
,r,
wel
fare
. Whe
re s
peci
al n
eeds
are
evi
dent
, app
ropr
iate
refe
rral
s ar
e
mad
e. The
Fed
eral
pro
gram
s sp
ecifi
ed a
reco
ncer
ned
with
chi
ldre
n
gene
rally
. The
y ar
e w
ithin
the
Uni
ted
Sta
tes
Dep
artm
ent o
f
Hea
lth, E
duca
tion
and
Wel
fare
. The
first
two
are
inte
rest
ed in
ever
y as
pect
per
tain
ing
toyo
ungs
ters
: res
earc
h, p
ublic
atio
nsof
num
erou
ski
nds,
diss
emin
atio
nof
othe
rin
form
atio
nan
d
mat
eria
ls,
dire
ctse
rvic
esto
stat
epr
ogra
ms,
the
setti
ngan
d
mai
ntai
ning
of s
tand
ards
, con
fere
nces
, etc
.T
he th
ird is
con
cern
ed
with
lite
ratu
re r
egar
ding
you
ngch
ildre
n.
n
Soc
ial a
nd R
ehab
ilita
tion
Ser
vice
Chi
ldre
n's
Bur
eau
330
C S
tree
t, S
.W.
Was
hing
ton,
D.C
. 202
01
Offi
ce o
f Edu
catio
nB
urea
u of
Edu
catio
n fo
r th
eH
andi
capp
ed7t
h an
d D
Str
eet,
S. W
.W
ashi
ngto
n, D
.C. 2
0202
Nat
iona
l Lab
orat
ory
on E
arly
Chi
ldho
odE
duca
tion
Nat
iona
l Coo
rdin
atin
g C
ente
rU
nive
rsity
of I
llino
is80
5 W
est P
enns
ylva
nia
Ave
nue
Urb
ana,
Illin
ois
6180
1
79
-.4^
". .
BIB
LIO
GR
AP
HY
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ILD
DE
VE
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NT
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TE
LLIG
EN
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rai
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.H
., &
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re c
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ren
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atur
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1(42
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1-63
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dy,
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ren,
1966
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0.
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S.,
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& G
reen
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dies
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all,
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H. M
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.
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urea
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ub. N
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d.)
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nal i
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t. V
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he n
orm
alin
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hild
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heS
egui
n S
choo
l, 19
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,&
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W.
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ntde
velo
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ss (
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act U
nive
rsity
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gwor
th, R
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he d
evel
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ent o
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infa
nt a
nd y
oung
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mal
and
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orm
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altim
ore,
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iam
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d W
ilkin
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an,
J.T
he c
hild
:H
is s
trug
gle
for
iden
tity.
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urda
yR
evie
w, 1
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49),
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.A
.,K
arne
s, M
.B
., &
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ou a
nd y
our
reta
rded
chi
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alo
Alto
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if.: P
acifi
c B
ooks
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enfe
ld,
V.
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ativ
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d m
enta
l gro
wth
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Yor
k:M
acm
illia
n, 1
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er,
H. W
. Thr
ee th
eorie
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chi
ld d
evel
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d R
ow, 1
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., C
onge
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. J.,
& K
agan
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atto
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art,
M. S
., &
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art,
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nD
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ndre
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., &
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M. 0
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your
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acm
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n, 1
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son,
E.
H.,
& L
owre
y, G
. H. G
row
th a
nd d
evel
opm
ent
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hild
ren.
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cago
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ear
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k M
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ublis
hers
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er, H
.L.
(E
d.)
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rear
ing
infa
nts
and
youn
g ch
ildre
nin
inst
itutio
ns.
Was
hing
ton,
D.
C.:
US
GP
O,
1967
.(C
hild
ren'
s B
urea
u R
esea
rch
Rep
orts
, No.
1)
B.
EA
RLY
CH
ILD
HO
OD
ED
UC
AT
ION
Ash
ton-
War
ner,
S. T
each
er. N
ew Y
ork:
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on a
nd S
chus
ter,
1963
.
Ber
eite
r,C
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el m
ann,
S.
Tea
chin
gdi
sadv
anta
ged
child
ren
in th
e pr
esch
ool.
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lew
ood
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fs,
N.
J.:
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ntic
e-H
all,
1966
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nk, M
. A m
etho
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gy fo
r fo
ster
ing
abst
ract
thin
king
inde
priv
ed c
hild
ren.
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sent
ed a
t con
fere
nce,
"P
robl
ems
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e T
each
ing
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oung
Chi
ldre
n", T
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to, O
ntar
io,
Mar
ch 1
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ker,
W. A
., &
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sen,
L. A
. A m
anua
l for
par
ents
and
teac
hers
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ever
ely
and
mod
erat
ely
reta
rded
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ldre
n.N
ashv
ille,
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n.: G
eorg
e P
eabo
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olle
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r T
each
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22)
]
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&
R. M
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mer
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BIB
LIO
GR
AP
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Cou
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Chi
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form
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ente
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nal C
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Pre
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ol e
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D. C
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New
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nive
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catio
n,In
stitu
te fo
rD
evel
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lS
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utho
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lC
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Chi
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Bib
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rofe
ssio
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book
sse
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dex
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ted
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eX
IIO
ME
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n, D
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Wol
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Alb
any,
N.
Y.:
Net
wor
kof
Spe
cial
Edu
catio
nIn
stru
ctio
nal
Mat
eria
ls C
ente
rs, t
heU
nive
rsity
of t
he S
tate
of N
ew Y
ork
- S
tate
Edu
catio
nD
epar
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t, D
ivis
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Han
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Chi
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G.
VIS
UA
LLY
IMP
AIR
ED
CH
ILD
RE
N:
GE
NE
RA
L R
EF
ER
EN
CE
ST
hefo
llow
ing
are
code
dac
cord
ing
toth
epr
eced
ing
cate
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s, A
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, D, E
& F
,
Abe
l, G
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Con
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Edu
catio
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blin
d ch
ildre
n.A
mer
ican
Fou
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the
Blin
d, E
duca
tiona
l Ser
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1959
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12.
(B
)
Am
eric
an F
ound
atio
n fo
r th
e B
lind.
Pro
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t reg
iona
l con
fere
nce
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rch
rela
ted
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and
seve
rely
visu
ally
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ired
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ren.
New
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k:A
utho
r, 1
965.
(A
. H. P
arm
elee
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ers)
(G
ener
al)
Am
eric
an F
ound
atio
n fo
r th
e B
lind.
Inde
x of
pub
licat
ions
issu
ed b
y In
tern
atio
nal
Res
earc
h In
form
atio
n S
ervi
ceth
roug
h 19
68. N
ew Y
ork:
Aut
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196
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F)
Am
eric
an F
ound
atio
n fo
r th
e B
lind.
Dire
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g th
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969.
(a)
(G
ener
al)
Am
eric
an F
ound
atio
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eB
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Pro
ceed
ings
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heN
atio
nal S
emin
ar o
n S
ervi
ces
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oung
Chi
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n w
ithV
isua
l Im
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New
Yor
k: A
utho
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969.
(b)
(A
,B
, D, E
)
83
Ash
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In L
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Dun
n (E
d.),
Exc
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e sc
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Hol
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ineh
art,
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Win
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p. 4
13-4
61.
(B)
Ash
crof
t,S
.C
.D
elin
eatin
gth
epo
ssib
lefo
rth
em
u lt
i-han
dica
pped
child
with
visu
alim
pairm
ent.
Sig
ht-S
avin
g R
evie
w, 1
966,
36,
90-
94. (
A, B
)
Ash
crof
t,S
.C
.,H
allid
ay,
C.,
& B
arra
ga,
N. S
tudy
II:E
ffect
s of
exp
erim
enta
l tea
chin
g on
the
visu
al b
ehav
ior
of c
hild
ren
educ
ated
as
thou
flh th
ey h
ad n
o vi
sion
.N
ashv
ille,
Ten
n.: G
eorg
e P
eabo
dy C
olle
ge fo
r T
each
ers,
1965
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ffice
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duca
tion
Gra
ntN
o.32
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0120
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4) (
A, B
, C, E
)
Bar
raga
, N. I
ncre
ased
vis
ual b
ehav
ior
in lo
w v
isio
n ch
ildre
n.A
mer
ican
Fou
ndat
ion
foi.
the
Blin
d,R
esea
rch
Ser
ies,
1964
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13.
(A
, B, C
, E)
Bau
man
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., &
Yod
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Gen
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Blu
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D.
Tea
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Bro
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).
Bur
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am, D
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onsi
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eoc
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Eis
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ewY
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lindn
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Vol
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Pan
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New
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mer
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(G
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Cla
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L. L
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exp
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New
Out
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967,
61,
155
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(A
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Cla
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L.L.
The
exp
ress
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mot
ion
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e bl
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New
84
Out
look
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the
Blin
d, 1
967,
61,
194
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. (b)
(A
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Coh
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velo
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New
Out
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the
Blin
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966,
60,
150
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)
Coy
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P.
H.,
Pet
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n,L.
W.,
& P
eter
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R.
F. T
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edin
gbe
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Cra
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B.,
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T. A
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Cra
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Pet
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arris
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chon
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. The
deve
lopm
ent
ofpe
rcep
tual
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orab
ilitie
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ildre
n an
d ad
oles
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1968
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111
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)
Cur
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re-c
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orie
ntat
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skill
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Lan
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ichi
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or th
eB
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(B
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Dav
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evel
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196
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DeA
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quai
nt-
ing
prof
essi
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wor
kers
with
the
prob
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ew O
utlo
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196
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3, 9
7-10
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)
Dok
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e bl
ind:
A c
ritic
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evie
w o
fth
e co
ncep
t and
the
liter
atur
e.E
xcep
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l Chi
ldre
n,19
66, 3
2, 5
25-5
30. (
B, E
)
Dor
war
d,. B
., &
Bar
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visu
ally
lim
ited
child
ren.
New
Yor
k: A
mer
ican
Fou
nda
tion
for
the
Blin
d, 1
968.
(A
, B, C
, E)
Eic
horn
, J.
R.,
& V
igar
oso,
H. R
. Orie
ntat
ion
and
mob
ility
for
pre-
scho
ol b
lind
child
ren.
Inte
rnat
iona
l Jou
rnai
for
the
Edu
catio
n of
the
Blin
d, 1
967,
17,
48-
50. (
A, B
, E)
Fou
lke,
E. N
on-v
isua
l com
mun
icat
ion.
Inte
rnat
iona
l Jou
rnal
for
the
Edu
catio
n of
the
Blin
d, 1
968,
18,
77-
78. (
B,
D, E
)
Fra
iber
g,S
.P
aral
lel
and
dive
rgen
t pat
tern
sin
blin
d an
dsi
ghte
din
fant
s.In
R.
S.
Eis
sler
(Ed.
), T
he p
sych
o-an
alyt
ic s
tudy
of t
he c
hild
. New
Yor
k: In
tern
atio
nal
Uni
vers
ities
Pre
ss, 1
968.
Pp.
264
-300
. -(A
, D, E
)
Fra
iber
g,S
.,&
Fre
edm
an,
D.
A.
Stu
dies
inth
eeg
ode
velo
pmen
t of t
he c
onge
nita
lly b
lind
child
.In
R. S
.E
issl
er(E
d.),
The
psy
choa
naly
tic s
tudy
of t
he c
hild
.N
ew Y
ork:
Inte
rnat
iona
lU
nive
rsiti
es P
ress
, 196
4, P
p.11
3-16
9. (
A, D
, E)
Fra
iber
g,S
.,S
mith
,M
., &
Ade
lson
,E
. An
educ
atio
nal
prog
ram
for
blin
d in
fant
s. J
ourn
al o
f Spe
cial
Edu
catio
n,19
69, 3
, 121
-139
. (A
, B, C
, D, E
)
Gol
dber
g, M
. H.,
& S
win
ton,
J. R
. (E
ds.)
Blin
dnes
s re
sear
ch:
The
expa
ndin
gfr
ontie
rs.
Uni
vers
ityP
ark,
Pa.
:P
enns
ylva
nia
Sta
te U
nive
rsity
Pre
ss, 1
969.
(G
ener
al)
Gro
ves,
D.,
& G
riffit
h, C
. Gui
ding
the
deve
lopm
ent o
f the
youn
g vi
sual
ly h
andi
capp
ed: A
sel
ecte
d lis
t of a
ctiv
ities
.C
olum
bus,
0.:
Sta
te S
choo
l for
the
Blin
d, 1
968.
(A
, B,
C, E
)
Hap
eman
,L.
B. D
evel
opm
enta
l con
cept
s of
blin
d ch
ildre
nbe
twee
n th
e ag
es o
f thr
ee a
nd s
ix a
s th
ey r
elat
e to
orie
n-ta
tion
and
mob
ility
. Int
erna
tiona
l Jou
rnal
for
the
Edu
ca-
tion
of th
e B
lind,
196
7, 1
7, 4
1-48
. (A
, B, E
)
Har
ley,
R.
K. V
erba
lism
s am
ong
blin
d ch
ildre
n. A
mer
ican
Fou
ndat
ion
for
the
Blin
d, R
esea
rch
Ser
ies,
196
3, N
o.10
. (B
, E)
Imam
ura,
S. M
othe
r an
d bl
ind
child
. Am
eric
an F
ound
atio
nfo
r th
e B
lind,
Res
earc
h S
erie
s, 1
965,
No.
14,
(A
, D, E
)
Jern
igan
,K
.B
lindn
ess:
Han
dica
p or
cha
ract
eris
tic?
New
Out
look
for
the
Blin
d, 1
965,
59,
244
-249
. (B
, D).
Jerv
is,
F.
M.
The
self
inpr
oces
sof
obta
inin
gan
dm
aint
aini
ng s
elf-
este
em.
New
Out
look
for
the
Blin
d,
1964
, 58,
51-
64. (
B, D
)
Jone
s, J
. W. P
robl
ems
in d
efin
in.
and
clas
sify
ing
blin
dnes
s.A
mer
ican
Fou
ndat
ion
for
tile
Blin
d, R
esea
rch
Bul
letin
,19
63, N
o. 3
, 123
-129
. (B
, E)
Jone
s,J.
W. T
he v
isua
lly h
andi
capp
ed c
hild
at h
ome
and
scho
ol.
Was
hing
ton,
D.
C.:
US
GP
O,
1968
.(O
E35
045-
68)
(Gen
eral
)
Juur
maa
, J. T
he a
bilit
y st
ruct
ure
of th
e bl
ind
and
the
deaf
:F
inal
repo
rt.
Am
eric
anF
ound
atio
nfo
rth
eB
lind,
Res
earc
h B
ulle
tin, 1
967,
No.
14,
109
-121
. (A
, B, E
)
Kur
zhal
s,I.
W.
Rea
ding
mad
em
eani
ngfu
lth
roug
ha
read
ines
s fo
r le
arni
ng p
rogr
am. I
nter
natio
nal J
ourn
al fo
rth
e E
duca
tion
of th
e B
lind,
196
6, 1
5, 1
07-1
11. (
B, C
,D
, E)
Kur
zhal
s,1.
W. F
ashi
onin
g le
arni
ng o
ppor
tuni
ties
for
the
child
with
impa
ired
visi
on. N
ew O
utlo
ok fo
r th
e B
lind,
1968
, 62,
160
-166
. (a)
(A
, B, D
, E)
Kur
zhal
s,I.
W. W
hat i
s"r
eadi
ness
" fo
r th
e bl
ind
child
?In
tern
atio
nal J
ourn
al fo
r th
e E
duca
tion
of th
e B
lind,
1968
, 18,
90-
93. (
b) (
A, B
)
Lairy
, G.
C.
Pro
blem
sin
the
adju
stm
ent o
f the
vis
ually
impa
ired
child
. New
Out
look
for
the
Blin
d, 1
969,
63,
33-4
1. (
A, B
, E)
Land
, S.
L., &
Vin
eber
g, S
.E
.Lo
cus
of c
ontr
ol in
blin
dch
ildre
n. E
xcep
tiona
l Chi
ldre
n, 1
965,
31,
257
-260
. (B
,D
)
Lord
,F
.E
.P
relim
inar
yst
anda
rizat
ion
ofa
scal
eof
orie
ntat
ion
and
mob
ility
ski
lls o
f you
ng b
lind
child
ren:
Fin
alre
port
.Lo
sA
ngel
es,
Cal
if.:
Cal
iforn
iaS
tate
Col
lege
, 196
7. (
Gra
nt N
o. O
EG
-4-7
-062
464,
Pro
ject
No.
6-24
64)
(A, B
, D, E
)
Low
enfe
ld, B
. Our
blin
d ch
ildre
n. S
prin
gfie
ld,
Ill.:
Tho
mas
,19
69. (
A, B
, D)
Low
enfe
ld, B
., A
bel,
G. L
., &
Hat
len,
P. H
. Blin
d ch
ildre
n 85
lear
n to
rea
d. S
prin
gfie
ld, I
ll.: T
hom
as, 1
969.
(A
, B,
C,
E)
Max
field
, K. E
c, &
Buc
hhol
z, S
. A s
ocia
l mat
urity
scal
e fo
rbl
ind
pres
choo
lch
ildre
n.N
ewY
ork:
Am
eric
anF
ound
atio
n fo
r th
e B
lind,
195
7. (
A, B
)
Moo
r,P
.N
o tim
e to
"lo
se.
(A s
ympo
sium
) N
ew Y
ork:
Am
eric
an F
ound
atio
n fo
r th
e B
lind,
196
8. (
A, B
, C, D
)
Mor
se,
J.L.
Man
neris
ms,
not
blin
dism
s:C
ausa
tion
and
trea
tmen
t.In
tern
atio
nal J
ourn
al fo
r th
e E
duca
tion
ofth
e B
lind,
196
5, 1
5, 1
2-16
. (B
, D, E
)
Mur
ray,
V.
Hin
tsfo
rpa
rent
sof
pre-
scho
olvi
sual
lyha
ndic
appe
d ch
ildre
n. P
hila
delp
hia,
Pa.
: Ass
ocia
tion
for
Edu
catio
n of
the
Vis
ually
Han
dica
pped
, not
dat
ed. (
A,
B, C
, D)
Mur
ray,
V.
Pla
yan
dpl
ayth
ings
for
blin
dch
ildre
n.In
tern
atio
nal J
ourn
al fo
r th
e E
duca
tion
of th
e B
lind,
1965
, 15,
17-
20. (
A, B
, C, D
)
New
Yor
k S
tate
Dep
artm
ent o
f Soc
ial W
elfa
re, C
omm
issi
onfo
r th
e B
lind.
A g
uide
for
pare
nts
ofa
pres
choo
l blin
dch
ild. N
ew Y
ork:
Aut
hor,
not
dat
ed. (
A, B
)
Nol
an, C
. Y. A
196
6 re
appr
aisa
l of t
he r
elat
ions
hip
betw
een
visu
al a
cuity
and
mod
e of
rea
ding
for
blin
d ch
ildre
n.N
ew O
utlo
ok fo
r th
e B
lind,
196
7, 6
1, 2
55-2
61. (
B, E
)
Nol
an, C
. Y.,
& A
shcr
oft,
S. C
. The
vis
ually
han
dica
pped
.R
evie
wof
Edu
catio
nal
Res
earc
h,19
69,
39,
52-7
0.(G
ener
al)
Nol
an, C
. Y.,
& M
orris
, J. E
. Var
iabi
lity
amon
g yo
ung
blin
dch
ildre
n in
obj
ect r
ecog
nitio
n. In
tern
atio
nal J
ourn
al fo
rth
e E
duca
tion
of th
e B
lind,
196
0, 1
0, 2
3-25
. (B
)
Nol
an, C
. Y.,
& M
orris
, J. E
. Dev
elop
men
t and
val
idat
ion
ofth
e R
ough
ness
Dis
crim
inat
ion
Tes
t. In
tern
atio
nal J
our-
nal f
or th
e E
duca
tion
of th
e B
lind,
196
5, 1
5, 1
-6. (
B,
E)
86
u...,
r1tti
k,...
1 41
-
Nol
an, C
. Y.,
& M
orris
, J.
E. B
iblio
grap
hy o
f res
earc
h on
the
visu
ally
hand
icap
ped.
Loui
svill
e,K
y.:
Am
eric
anP
rintin
g H
ouse
for
the
Blin
d, 1
967.
(F
)
Nor
ris, M
., S
paul
ding
, P.
J., &
Bro
die,
F. H
. Blin
dnes
s in
child
ren.
Chi
cago
:U
nive
rsity
of C
hica
go, 1
957.
(A
, 3,
D, E
)
Far
mel
ee, A
. H. D
evel
opm
enta
l stu
dies
of b
lind
child
ren:
I.N
ew O
utlo
ok fo
r th
e B
lind,
196
6, 6
0, 1
77-1
79. (
A, E
)
Per
kins
Sch
ool f
or th
e B
lind
Res
earc
h Li
brar
y. T
he P
erki
nsre
sear
chlib
rary
ann
ual a
cces
sion
s. W
ater
tow
n, M
ass.
:P
erki
ns S
choo
l for
the
Blin
d. (
F)
Pitt
am, V
. G. R
eadi
ng r
eadi
ness
. New
Out
look
for
the
Blin
d,19
65, 5
9, 3
22-3
24. (
B)
Rex
,E
., &
Cal
ovin
i,G
.Le
arni
ng th
roug
hill
ustr
atio
ns.
Tea
chin
g E
xcep
tiona
l Chi
ldre
n, 1
968,
1, 1
4-20
. (A
, B,
C, E
)
Roo
t, F
. K. E
valu
atio
n of
ser
vice
s fo
r m
ultip
le-h
andi
capp
edbl
ind
child
ren.
inte
rnat
iona
l Jou
rnal
for
the
Edu
catio
nof
the
Blin
d, 1
963,
13,
33-
38. (
A, B
)
Rub
in,
E.
J.A
bstr
act f
unct
ioni
ng in
the
blin
d. A
mer
ican
Fou
ndat
ion
for
the
Blin
d, R
esea
rch
Ser
ies,
196
4, N
o.11
. (A
, B, D
, E)
Sco
tt,E
.P
.T
he e
duca
tion
of th
e yo
ung
child
who
isvi
sual
ly' i
mpa
ired.
DV
H N
ewsl
ette
r, 1
968,
14(
2), 1
0-13
.(A
, B)
Spe
ncer
,M
.B
lind
child
ren
infa
mily
and
com
mun
ity.
Min
neap
olis
,M
inn.
:U
nive
rsity
ofM
inne
sota
Pre
ss,
1960
. (A
, B)
Too
mer
, J.,
& B
row
n, C
. Not
es fo
r pa
rent
s. P
hila
delp
hia,
Pa.
: Ass
ocia
tion
for
Edu
catio
n of
the
Vis
ually
Han
dica
pped
,no
t dat
ed. (
A, B
, D, E
)
Uni
ted
Sta
tes
Offi
ce o
f Edu
catio
n, B
urea
u of
Edu
catio
n fo
rth
e H
andi
capp
ed. P
olic
ies
and
proc
edur
es -
Cen
ters
and
serv
ices
for
deaf
-blin
dch
ildre
n-
Ele
men
tary
and
.177
1.19
=r7
T,7
417-
1Trr
fr,7
1.7%
.1.P
rn,W
IWM
.,,,,,
,771
77,
Sec
onda
ry E
duca
tion
Act
Titl
e V
I, P
art C
. Was
hing
ton,
D. C
.: A
utho
r, 1
969.
(B
)
Uni
vers
ity o
f the
Sta
te o
f New
Yor
k: T
he S
tate
Edu
catio
nD
epar
tmen
t,B
urea
ufo
rH
andi
capp
edC
hild
ren.
Ada
ptin
g m
ater
ials
for
educ
atin
g bl
ind
child
ren
with
sigh
ted
child
ren.
Alb
any,
N. Y
.: A
utho
r, 1
961.
(B
, C)
Wilk
in,
H.
A.,
Birn
baum
,J.
,Lo
mon
aco,
S.,
Lehr
,S
., &
Her
man
,J.
L.C
ogni
tive
patte
rnin
gin
cong
enita
llyto
tally
blin
dch
ildre
n.C
hild
Dev
elop
men
t, 19
68, 3
9,76
7-78
6. (
A, D
, E)
Will
s,D
.M
. Som
e ob
serv
atio
ns o
n bl
ind
nurs
ery
scho
ol
child
ren'
s un
ders
tand
ing
of th
eir
wor
ld. I
n R
. S. E
issl
er(E
d.),
The
psy
choa
naly
tic s
tudy
of t
he c
hild
. New
Yor
k:In
tern
atio
nal
Uni
vers
ities
Pre
ss,
1965
.P
p.34
4-36
3. (
A, B
, D, E
)
Wol
ff,P
. Dev
elop
men
tal s
tudi
es o
f blin
d ch
ildre
n:II.
New
Out
look
for
the
Blin
d, 1
966,
60,
179
-182
. (A
, D, E
)
Zem
tzov
a, M
.I.,
Kul
agin
, J. A
., &
Nov
ikov
a, L
. A. T
he u
seof
the
rem
aini
ng s
enso
ry c
hann
els
(saf
e an
alyz
ers)
inco
mpe
nsat
ion
of v
i8ua
l fun
ctio
n in
blin
dnes
s. A
mer
ican
Fou
ndat
ion
for
the
Blin
d, R
esea
rch
Bul
letin
, 196
2, N
o.2,
72-
87. (
A, B
, E)
87