Hayton, J; (2015) Developing novel intervention materials to aid the development of dressing skills in young children with visual impairment. Presented at: Institute of Education Doctoral School Summer Conference, London, UK.

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Abstract

Independent living skills such as dressing are fundamental in everyday life. Compared to sighted peers, children with visual impairment (VI) are often delayed in developing independence skills, arguably due to the inability to observe others. The present study investigated whether an interactive suite of intervention materials would aid the development of dressing skills in children with VI. The aim of the current study was to develop intervention materials to aid dressing skills. The materials included: an interactive story, an interactive puzzle game (IPG), a commercially available soft toy and a standardised outdoor coat. 9 children with VI and 4 typically developing children (aged between 4 and 11 years) took part in the study. A pre-test, intervention, post-test design was used to assess the impact of the intervention materials over a 10 week period. The current results indicate that the suite of intervention materials could support the development of dressing skills in both sighted children and young children with visual impairment.

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