School of Education, University of Birmingham, Birmingham, UK.
J Intellect Disabil Res. 2012 Feb;56(2):129-39. doi: 10.1111/j.1365-2788.2011.01430.x. Epub 2011 Jun 13.
This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.
本文综合了有关视障和智力障碍儿童触觉探索策略发展的文献。鉴于这些儿童的视觉模态提供的信息有限，通常与其他感官和/或身体障碍相结合，通过这种策略获得的信息对他们具有特殊意义。从早期儿童发展中回顾的文献强调了独立活动在探索策略发展中的重要性，以及视觉在“介导”通过触觉模式获得的信息方面的关键作用。在将这些发现转化为视障和智力障碍儿童时，学习伙伴的作用更为重要，以确保触觉信息得到适当的“介导”，以满足儿童的个体需求。本文还考虑了制定适当的发展阶段干预方法的意义。本文概述了一个框架，旨在说明儿童的成人伙伴在介导触觉学习体验方面的作用，以确保它们得到适当的结构化和渐进式设计。
