Use of Routine-Based Instruction to Develop Object Perception Skills with Students Who Have Visual Impairments and Severe Intellectual Disabilities: Two Case Studies

Autor/inn/en	Smith, Mildred; Chambers, Stacey; Campbell, Angela; Pierce, Tristan; McCarthy, Tessa; Kostewicz, Douglas E.
Titel	Use of Routine-Based Instruction to Develop Object Perception Skills with Students Who Have Visual Impairments and Severe Intellectual Disabilities: Two Case Studies
Quelle	In: Journal of Visual Impairment & Blindness, 114 (2020) 2, S.101-113 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X20910826
Schlagwörter	Teaching Methods; Instructional Effectiveness; Visual Impairments; Students with Disabilities; Severe Intellectual Disability; Perceptual Motor Learning; Skill Development; Sensory Training; Young Children; Young Adults; Sequential Approach; Special Education Teachers; Texas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Kompetenzentwicklung; Qualifikationsentwicklung; Sensorische Erziehung; Frühe Kindheit; Young adult; Junger Erwachsener; Schrittfolge; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Introduction: This article demonstrates the effectiveness of the use of routine-based instruction for teaching sensorimotor-stage object-perception skills to students who have visual impairments (i.e., blindness or low vision) and severe intellectual disabilities. Method: Classroom teachers documented progress toward achievement of object perception goals embedded in everyday instruction for two students. Results: Both students demonstrated higher levels of object-perception skills after 4 months of routine-based instruction. Discussion: The authors discuss the use of highly attractive sensory topics and the supports and accommodations used to increase sensory-efficient object engagement. Implications for practitioners: Routine-based instruction may accelerate progress in the development of object-perception skills in students whose present cognitive levels of performance are at the sensorimotor stage regardless of chronological age. Additional goals may include expanding object perception skills for additional objects in new routines that create coherence in multiple contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01