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

Hayton, JA; (2017) Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment in comparison with Young Children with Down syndrome and Typically Developing Children. Doctoral thesis , UCL (University College London). Green open access

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Abstract

The ability to independently dress is a fundamental skill for children. Vision is an integrative sense. Sight affords the opportunity for individuals to learn independence skills via observation. The absence of vision, or a reduced visual capacity, restricts access to this form of learning (Lewis & Iselin, 2002). As a result of this restricted access, children with visual impairment (VI) and conditions where VI is a component (e.g. Down syndrome (DS)) require systematic and structured support. This is to facilitate the development of independent dressing skills. There has been little research to date relating to strategies for successful dressing, or the effectiveness of such strategies in children (as most of the research has been based around the re-habilitation of adults: e.g. Klein, 1983). This thesis reports an observationally based pre-test, intervention, post-test study. It examines the effectiveness of novel intervention materials and systematic strategies to support independent dressing abilities in young children. The sample consisted of three groups of children. Namely, children with VI (n=9; age range: 5;06-10;02 years), children with DS (n=9; age range: 5;04-10;00 years) and typically developing children (n=9; age range: 6;05-8;00 years) (N=27; age range: 5-10 years). The effectiveness of the structured intervention was examined over a 10 week period. The longevity of skill development was assessed 1 month and 3 months post-intervention. In addition to the development of novel resources, a supporting document for teachers, parents and carers was developed in order to further support the delivery of the intervention. The thesis reported that VI, DS and TD children benefited from the intervention and dressing strategies to support their development of independent dressing skills. Clear systematic instruction combined with motor activities were found to be useful in the development of dressing skills. The findings from this thesis inform future research regarding the development of independent dressing skills, and could also form a model for future work regarding other skill areas such as personal care and eating in relation to other clinical groups e.g. William’s Syndrome.

Type: Thesis (Doctoral)
Title: Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment in comparison with Young Children with Down syndrome and Typically Developing Children
Event: UCL
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: habilitation, visual impairment, inclusion, independent living skills
UCL classification: UCL > Provost and Vice Provost Offices
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: http://discovery.ucl.ac.uk/id/eprint/1541120
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