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Adaptations for young children with visual impairments in regular settings

  • Early Childhood Special Education
  • Published:
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Abstract

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.

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Author information

Authors and Affiliations

  1. Department of Counseling and Clinical Programs, Columbus College, Columbus, Georgia

    Katherine M. McCormick (Associate Professor)

  2. College of Education, Area of Teacher Education, The University of Alabama, Box 870231, 35487, Tuscaloosa, Alabama

    Phyllis K. Mayfield (Assistant Professor) & Martha J. Cook (Associate Professor)

Authors
  1. Phyllis K. Mayfield
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  2. Katherine M. McCormick
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  3. Martha J. Cook
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Mayfield, P.K., McCormick, K.M. & Cook, M.J. Adaptations for young children with visual impairments in regular settings. Early Childhood Educ J 23, 231–233 (1996). https://doi.org/10.1007/BF02353343

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  • DOI: https://doi.org/10.1007/BF02353343

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