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ERIC Number: EJ917902
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0885-6257
Access to Print Literacy for Children and Young People with Visual Impairment: Findings from a Review of Literature
Douglas, Graeme; McLinden, Mike; McCall, Steve; Pavey, Sue; Ware, Jean; Farrell, Ann Marie
European Journal of Special Needs Education, v26 n1 p25-38 Feb 2011
This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of "access", particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children "access skills" (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longer-term benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A