Access to Print Literacy for Children and Young People with Visual Impairment: Findings from a Review of Literature

Autor/inn/en	Douglas, Graeme; McLinden, Mike; McCall, Steve; Pavey, Sue; Ware, Jean; Farrell, Ann Marie
Titel	Access to Print Literacy for Children and Young People with Visual Impairment: Findings from a Review of Literature
Quelle	In: European Journal of Special Needs Education, 26 (2011) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Educational Needs; Visual Impairments; Teaching Methods; Literature Reviews; Best Practices; Printed Materials; Access to Education; Accessibility (for Disabled); Assistive Technology; Educational Practices; Intermode Differences; Special Needs Students; Literacy; Educational Strategies + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Visual handicap; Sehbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Bildungspraxis; Sonderpädagogischer Förderbedarf; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrstrategie
Abstract	This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of "access", particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children "access skills" (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longer-term benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10