The Use of Tangible Cues for Children with Multiple Disabilities and Visual Impairment
By Trief, Ellen; Journal of Visual Impairment and Blindness, Vol. 101, No. 10, pp. 613-619Publication Date: October 2007
Presents a study in which 25 children with multiple disabilities, including visual impairment, were taught to use tangible cues as a means of communication. Each student was introduced to tangible cues everyday in most classroom activities from September 2004 through June 2005. The 28 tangible cues utilized, designed and manufactured by Adaptive Design Association, consisted of objects embedded in a 4-by-6-inch corrugated cardboard card. The teacher or therapist prompted the student to explore the cues and select the correct one; a record sheet was used to document whether the student chose the correct cue. Analysis compared the number of times the cues were chosen correctly with the number of attempts made on a daily basis from September through June. Results indicated that 15 of the 25 students were able to learn tangible cues. The percentage of cues chosen correctly increased steadily from 3 percent in September to 73 percent in June.
Published by: AFB Press (Website:http://www.afb.org/Section.asp?SectionID=46)
American Foundation for the Blind (AFB) (Web Site: http://www.afb.org )
