Hayton, JA;
Thorpe, K;
(2018)
Interweaving imagination and historical facts to create an Imaginative audio-haptic narrative.
Presented at: Sensing Culture Symposium, Bath, UK.
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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: | Conference item (Presentation) |
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Title: | Interweaving imagination and historical facts to create an Imaginative audio-haptic narrative |
Event: | Sensing Culture Symposium |
Location: | Bath, UK |
Dates: | 26 - 27 March 2018 |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://blogs.bath.ac.uk/senseculture/2018/03/22/s... |
Language: | English |
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/10059657 |
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