Preschoolers With Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation

Q3 Social Sciences

Young Exceptional Children Pub Date : 2020-05-31 DOI:10.1177/1096250620922205

Deborah Chen, J. Dote-Kwan

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引用次数: 7

Abstract

70 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620922205 DOI: 10.1177/1096250620922205 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Medina (a bilingual Spanish–English general education preschool teacher) and Mr. Young (a certified teacher in early childhood special education) co-teach a class of 20 children that includes six preschoolers who receive special education services. Because these two teachers have had very limited experience with children who have visual impairments, they wonder about how best to teach two newly enrolled preschoolers. Three-year-old Ximena has developmental delays, hearing loss, and visual impairment associated with Down syndrome. Four-year-old Sihan was born at 24 weeks gestation age and has a significant vision loss from retinopathy of prematurity (ROP) and mild cerebral palsy. Both classroom preschool teachers have met the following itinerant consultants: a certified teacher of students with visual impairments (TSVI) who is dually certified as an orientation and mobility specialist (COMS), a certified teacher of students who are deaf or hard of hearing (TSDHH), a speech and language pathologist (SLP), an occupational therapist (OT), and a physical therapist (PT). Ximena and Sihan receive related services through a push in model within classroom activities. The TSVI provides 922205 YECXXX10.1177/1096250620922205YOUNG EXCEPTIONAL CHILDREN Vol. XX, No. X, Month XXXXPreschoolers With Visual Impairments and Additional Disabilities / Chen and Dote-Kwan research-article2020

查看原文本刊更多论文

视觉障碍和其他残疾的学龄前儿童：使用通用设计进行学习和区分

《70名优秀儿童》第24卷第2期，2021年6月https://doi.org/10.1177/1096250620922205DOI:10.1177/1096250620922205 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部Medina女士（西班牙语-英语双语普通教育学前教师）和Mr。Young（幼儿特殊教育的认证教师）共同教授一个由20名儿童组成的班级，其中包括6名接受特殊教育服务的学龄前儿童。因为这两位老师对有视觉障碍的孩子的经验非常有限，他们想知道如何最好地教两位新入学的学龄前儿童。三岁的Ximena患有唐氏综合症相关的发育迟缓、听力损失和视觉障碍。四岁的Sihan出生于孕24周，患有早产儿视网膜病变（ROP）和轻度脑瘫，视力明显下降。两位幼儿园教师都会见了以下巡回顾问：一位获得定向和行动专家双重认证的视觉障碍学生认证教师（TSVI）、一位失聪或听力障碍学生认证老师（TSDHH）、一名言语和语言病理学家（SLP）、一个职业治疗师（OT）和一名物理治疗师（PT）。Ximena和Sihan通过课堂活动内的推送模式获得相关服务。TSVI提供922205 YECXXX10.1177/1096250620922205青少年特殊儿童第XX卷，第X期，第XXX个月有视觉障碍和其他残疾的学龄儿童/Chen和Dote Kwan研究文章2020

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.