Developing novel intervention materials to aid dressing skills in visually impaired children aged 4-6 years

Background to topic: Dressing is a fundamental independent living skill (ILS) for all children. Vision facilitates such learning, via observation, imitation and practice (Incidental learning -Lewis & Iselin, 2002). Absence of vision denies access to incidental learning: visually impaired (VI) children need to learn such skills through structured and systematic instruction (e.g. Fairnham, et al, 2002). Little research relates to such strategies or their effectiveness in children (most is based on the rehabilitation of adults: Klein 1983). This paper reports a small scale observational study; using novel teaching strategies with a sample of VI and sighted children (Si) aged 4-6 years. Research question/focus of enquiry: Developmental differences for ILS in VI and Si children were examined querying if one structured intervention programme might be suitable for both visually impaired and sighted children in the same inclusive environment? Research methods / mapping of the literature: An observationally-based, pre-test, intervention; post-test approach was used. Children's (n=12 , 4 with VI ) progress in using three different instructional approaches was assessed: a novel jigsaw puzzle (+practical dressing activity); a novel rhyming story (+ practical dressing activity) and an established story/song based activity. A web-based investigation of available clothing fastenings (n=1574) was used to contextualise what fastening models might be available to particular age groups in their home environment and so be possible sources of incidental fastening exercises. Analytical / theoretical framework: Developmental lag theory informed the study: this postulates that VI children develop in the same way as Si children but over a longer period of time (Warren, 1984). Research findings / contribution to knowledge: Unexpectedly, a need for VI and Si to be taught such strategies was found: strategies linking motor activity and auditory stimulation (practical dressing activity and rhyme), and physical imitation with clear systematic instructions, were found useful. A need to develop training materials for key adults around the child was also noted. The research approach used may form a model for future work in other skill areas e.g. eating and personal care skills and in relation to other groups e.g. William's Syndrome and Cerebral Palsy