"Object permanence," also known as "object concept" in the field of visual impairment, is one of the most important early developmental milestones. The achievement of object permanence is associated with the onset of representational thought and language. Object permanence is important to orientation, including the recognition of landmarks.…

Introduction: The study reported in this article tracked the learning rate of 43 children with multiple disabilities and visual impairments who had limited to no verbal language across seven months of classroom-based intervention using a standardized set of tangible symbols. Methods: The participants were introduced to tangible symbols on a daily…

Introduction: This article discusses the impact of blindness and low vision on the development of object permanence and provides suggestions for assessment and instruction. Methods: The reviewed literature was identified by searching both ERIC and Psych Info using combinations of search terms such as "object permanence" and "visual impairment" or…

Tangible symbols are objects or partial objects that can be physically manipulated and that share a perceptual relationship with what they represent, known as the referent. They make fewer demands on memory and representational ability, making them an appropriate expressive form of communication for individuals with visual impairments and…

This article investigates the relationships between play and language development in students with multiple disabilities and visual impairments or deaf-blindness. The findings indicate that students with higher levels of communication demonstrate more advanced play skills and that the use of play-based assessment and exposure to symbolic play are…

Tangible symbols are objects or partial objects with qualities, such as shape, texture, and consistency, that can be used to represent a person, place, object, activity, or concept. They can be handled and share a perceptual relationship with what they represent, known as the referent. This article presents a study on the development of a…

A study involving three students (ages 7-12) with deaf-blindness found their special education teachers were highly responsive, although physical preoccupation with other students occasionally prevented them from being able to provide responses in accessible forms. They struggled with expressing themselves in forms that were accessible to the…

The development and teaching of Web-based courses places new demands on university faculty and students. Development structures, online pedagogical practices, and issues of evaluation are presented by two faculty with online experience in the areas of visual impairment and orientation and mobility. (Contains references.) (Author/CR)

Through the process of distancing, children develop an understanding of the differences between themselves and others, themselves and objects, and objects and representations. Adults can support progressive distancing in children who are congenitally deaf-blind by applying strategies, such as the hand-under-hand exploration of objects, the…