Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down Syndrome and Typically Developing Children

Autor/inn/en	Hayton, J.; Wall, K.; Dimitriou, D.
Titel	Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down Syndrome and Typically Developing Children
Quelle	In: International Journal of Inclusive Education, 24 (2020) 3, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayton, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1456568
Schlagwörter	Daily Living Skills; Clothing; Young Children; Skill Development; Visual Impairments; Down Syndrome; Intervention; Incidental Learning; Observational Learning; Psychomotor Skills; Program Effectiveness; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Kleidung; Frühe Kindheit; Kompetenzentwicklung; Qualifikationsentwicklung; Visual handicap; Sehbehinderung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Inzidentelles Lernen; Imitationslernen; Psychomotorische Aktivität; Ausland
Abstract	Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to develop ILS. The current study used a repeated-measures-intervention approach to examine the development of the ILS of dressing (ILSD) with novel intervention materials in young children. Participants (N = 27: age range 5;05-10;02 years) were drawn from three groups: VI (n = 9; age range 5;05-10;02 years); DS (n = 9; age range 5;05-10;00 years) and Typically Developing (TD) (n = 9; age range 6;05-8;00 years). The effectiveness of the intervention materials was measured over a period of 10 weeks. Clear and systematic verbal instruction combined with motor activities was useful in supporting ILSD. The assessment of the longer-term effectiveness was carried out at 1 and 3 months post-intervention. This paper reported that the novel intervention materials supported the development of ILSD in all three groups. The findings could form a model for future work regarding the development of ILS in other skill areas and generalised to other developmental disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01