Inclusion for children with visual impairment in the mainstream primary classroom

Davis, P. Thompson; Hopwood, Vicky

doi:10.1080/03004270285200091

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…This approach—especially audio‐based virtual environments—may thus be extended to the social domain to allow the safe and non‐threatening practice of particular social skills in an educational setting. In this respect, and considering the importance for visually impaired children to study in a mainstream school (e.g., Davis & Hopwood, 2007; Parvin, 2015), school‐based social cognitive interventions on the social participation of children with blindness or severe visual impairment would be particularly critical, with teachers and peers being involved responding and reinforcing blind children' initiated interactions. A detailed description of the neuro‐cognitive processes underlying social cognition skills in blind individuals is thus critical to tailor training protocols aiming at targeting specific neuro‐cognitive functions.…”

Section: Discussionmentioning

confidence: 99%

“…This approach-especially audio-based virtual environments-may thus be extended to the social domain to allow the safe and non-threatening practice of particular social skills in an educational setting. In this respect, and considering the importance for visually impaired children to study in a mainstream school (e.g., Davis & Hopwood, 2007;Parvin, 2015)…”

Section: Discussionmentioning

confidence: 99%

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Social cognition in the blind brain: A coordinate‐based meta‐analysis

Arioli

Ricciardi

Cattaneo

2020

Human Brain Mapping

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Social cognition skills are typically acquired on the basis of visual information (e.g., the observation of gaze, facial expressions, gestures). In light of this, a critical issue is whether and how the lack of visual experience affects neurocognitive mechanisms underlying social skills. This issue has been largely neglected in the literature on blindness, despite difficulties in social interactions may be particular salient in the life of blind individuals (especially children). Here we provide a meta‐analysis of neuroimaging studies reporting brain activations associated to the representation of self and others' in early blind individuals and in sighted controls. Our results indicate that early blindness does not critically impact on the development of the “social brain,” with social tasks performed on the basis of auditory or tactile information driving consistent activations in nodes of the action observation network, typically active during actual observation of others in sighted individuals. Interestingly though, activations along this network appeared more left‐lateralized in the blind than in sighted participants. These results may have important implications for the development of specific training programs to improve social skills in blind children and young adults.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Arioli

Ricciardi

Cattaneo

2020

Human Brain Mapping

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“…All of these publ i c ations highlight two key i n t e rconnected themes that seem to be central to the effective inclusion of students with learning difficulties, including those with Down's syndrome. The first of these relates to the views and experiences of mainstream class t e a ch e rs (see, for ex a m p l e, Wa rd, Center & Boch e r, 1994;Fo rlin, 1995;Davis & Hopwood, 2002;Ainscow, Dyson, Booth, Howes, Frankham, Gallannaugh, Smith & Farrell, in press) and the second concerns the way in which support is provided to pupils with disabilities in the classroom (see, for example, DfEE, 2000;Balshaw & Farrell, 2002;Howes, Farrell, Kaplan & Moss, 2003).…”

Section: Background To the Studymentioning

confidence: 99%

Factors associated with the effective inclusion of primary‐aged pupils with Down's syndrome

Fox¹,

Farrell²,

Davis³

2004

British J Special Edu

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It is increasingly common for pupils with Down's syndrome to be offered places in mainstream primary schools. However, there is still much to learn about the impact of these placements upon children and classrooms. Recently the Nuffield Foundation funded a two‐year research project exploring the inclusion of primary‐aged pupils with Down's syndrome. The research focused on the inclusion of 18 pupils with Down's syndrome who attended mainstream primary schools in six local education authorities (LEAs) in the north‐west of England. The research team investigated the ways in which schools manage the inclusion of pupils with Down's syndrome and the factors that contribute to the success of mainstream placements. In this article, Sam Fox, Peter Farrell and Pauline Davis from the University of Manchester discuss some of the findings from the study. These concern the support in place for the child and the attitudes of staff, other pupils and the parents of peers towards the inclusion of the child with Down's syndrome. Evidence from the 18 case studies suggests that there is no single way to guarantee effective inclusion. The extent to which a child is effectively included in a mainstream class is likely to be influenced by a number of key factors, including the way in which the teaching assistant (TA) works with the class teacher. Inclusion is more likely to be successful when the class teacher takes a central role in the management of support and the organisation of a child's daily educational experiences.

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“…This range of intervention approaches is commonly articulated in the international vision impairment education literature (e.g., Allman & Lewis, 2014; Ravenscroft, 2019; Douglas et al, 2019). Wider literature concerned with definitions of inclusive education from a broad range of positions also recognises the need for both universal and specialist approaches, although there is debate about the selection of such approaches (see for example, Davis & Florian, 2004; Davis & Hopwood, 2002; Lewis & Norwich, 2005; Norwich, 2013). The authors therefore recognise that inclusion and inclusive practice are much-debated terms.…”

Section: Vision Impairment Education In the Ukmentioning

confidence: 99%

Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach

Hewett¹,

Douglas²,

McLinden

et al. 2023

British Journal of Visual Impairment

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This article presents the research and development that underpins the Curriculum Framework for Children and Young People with Vision Impairment (CFVI): a new unifying framework that outlines the breadth of support that should be received by children and young people with vision impairment (CYPVI) in the United Kingdom (UK). The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed 11 curriculum areas of the CFVI with high levels of agreement and satisfaction among participants. The development of the CFVI responds to established evidence of the distinctive challenges to learning associated with childhood vision impairment, and the importance of addressing these through targeted intervention approaches. Drawing on a dual model of access (‘access to learning’ and ‘learning to access’), the framework acknowledges that these approaches should promote inclusive education by balancing universal inclusive practice with specialist skills-based interventions. Such an approach captures ‘what matters’ to the field of vision impairment education – ensuring fair access to a shared curriculum and education system while developing the specialist skills to develop personal agency and increase independence. The article is original in reporting on the development of the first curriculum framework for CYPVI in the UK. The CFVI was launched in March 2022 and provides clarity about what should be taught, when, and by whom. The CFVI promises a transformative contribution to UK policies and practice in ensuring CYPVI and their families will more easily be able to navigate complex education systems and secure equitable access to the services to which they are entitled.

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Inclusion for children with visual impairment in the mainstream primary classroom

Cited by 6 publications

References 5 publications

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Factors associated with the effective inclusion of primary‐aged pupils with Down's syndrome

Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach

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