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Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down syndrome and Typically Developing Children

Hayton, JA; Dimitriou, D; Wall, K; (2018) Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down syndrome and Typically Developing Children. International Journal of Inclusive Education 10.1080/13603116.2018.1456568. (In press). Green open access

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Abstract

Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to develop ILS. The current study used a repeated-measures-intervention approach to examine the development of the ILS of dressing (ILSD) with novel intervention materials in young children. Participants (N = 27: age range 5;05–10;02 years) were drawn from three groups: VI (n = 9; age range 5;05–10;02 years); DS (n = 9; age range 5;05–10;00 years) and Typically Developing (TD) (n = 9; age range 6;05–8;00 years). The effectiveness of the intervention materials was measured over a period of 10 weeks. Clear and systematic verbal instruction combined with motor activities was useful in supporting ILSD. The assessment of the longer-term effectiveness was carried out at 1 and 3 months post-intervention. This paper reported that the novel intervention materials supported the development of ILSD in all three groups. The findings could form a model for future work regarding the development of ILS in other skill areas and generalised to other developmental disorders.

Type: Article
Title: Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down syndrome and Typically Developing Children
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13603116.2018.1456568
Publisher version: http://dx.doi.org/10.1080/13603116.2018.1456568
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Habilitation, inclusion, visual impairment, independence, task analysis
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10059655
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