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).
Preview |
Text
Hayton_JH International Journal of Inclusive Education Final Main Complete Document.pdf - Accepted Version Download (546kB) | Preview |
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 |
Archive Staff Only
View Item |