Observing the use of tactile schedules.

This article explores the use of tactile schedules in a heterogeneous sample of children with congenital blindness and varying degrees of additional disabilities. Basic conditions for the use of tactile schedules are proposed and discussed. Child behaviour indicative of some particular functions that can be attained with the use of tactile schedules, such as sense of agency and increased predictability and communication, is described and discussed. The role of the teacher is emphasized throughout the article.