Erwin, E. (1996). Meaningful participation in early childhood general education: Exploring the use of natural supports and adaptive strategies. Journal of Visual Impairment and Blindness, 90, 400-411.
Subjects or Participants:
Three year old with visual impairment, his parents, teacher, one full-time and one part-time assistant
Design and, if present, Intervention:
Descriptive: Participant observation & semi-structured interviews
Major Findings and Limitations:
Findings: Provision of context cues, use of spontaneous events for teaching, verbal directions and feedback by staff, cues and feedback by peers as modeled by staff, and individual student-generated strategies such as use of familiar landmarks & signals served as successful natural support strategies for an inclusive preschool. "Hands-off" approach was emphasized meaning support was provided in nonintrusive ways and only when needed.
Limitations noted by author: generalizability
Summarized by: Susan Edelman - May 1999
Last modified February 14 2008 11:22 AM