Preschoolers with Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation

Autor/inn/en	Chen, Deborah; Dote-Kwan, Jamie
Titel	Preschoolers with Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation
Quelle	In: Young Exceptional Children, 24 (2021) 2, S.70-81 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250620922205
Schlagwörter	Preschool Children; Visual Impairments; Comorbidity; Access to Education; Preschool Education; Student Needs; Individualized Instruction; Students with Disabilities; Student Motivation; Student Characteristics; Learning Modalities; Assistive Technology; Augmentative and Alternative Communication; Educational Environment; Academic Accommodations (Disabilities); Teaching Methods + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Visual handicap; Sehbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Individualisierender Unterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Approximately 65% of young children with visual impairments have another disability such as developmental delay, cerebral palsy, or hearing loss. Furthermore, cerebral/cortical visual impairment is the most prevalent visual condition among young children with severe visual impairment in the United States (Hatton et al., 2013). This article discusses two different but overlapping instructional frameworks: (1) Universal Design for Learning (UDL) to plan curriculum and instruction for children with diverse abilities; and (2) differentiation to address individual learning needs of preschoolers with visual impairments and additional disabilities. Through both UDL and differentiation strategies, young children with visual impairments and additional disabilities can make the most of an inclusive preschool experience. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01