Abstract
Understanding how all parts of the body function and feeling comfortable with one's own body are essential to a growing child's self-image. Learning about disability expands upon the traditional body parts early childhood curriculum so that in addition to learning how parts of the body function, children also learn that not all people use their bodies in the same way. This leads to good problem-solving skills and helps children learn how to use their bodies more fully.
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Materials
Adult and child-size canes. Any local agency that provides services to people with visual impairments may have canes that are not being used.
Bodies (book). New York: E.P. Dutton, 1973.
A Cane in Her Hand (book). Chicago: Albert Whitman & Co., 1977.
Glasses and glasses frames without lenses. Local opticians can be your primary community resource.
My Favorite Place (book). Nashville: Abingdon Press, 1983.
“New friend” doll (pattern). The Chapel Hill Training Outreach Project. Lincoln Center, Merritt Hill Rd., Chapel Hill, NC 27514.
Roly Goes Exploring (book). New York: Philomel Books, 1981.
Touch Me Book (a Golden Touch and Feel Book). Racine, WI: Western Publishing Co., 1961.
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Merle Froschl, Linda Colon, Ellen Rubin, and Barbara Sprung worked cooperatively to co-authorIncluding All of Us: An Early Childhood Curriculum About Disability. This article excerpts a section from their book available from Educational Equity Concepts, Inc., 114 East 32nd St., New York, NY 10016.
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Froschl, M., Colon, L., Rubin, E. et al. Including all of us: Learning about visual impairment. Early Childhood Educ J 14, 24–31 (1987). https://doi.org/10.1007/BF01619809
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DOI: https://doi.org/10.1007/BF01619809