VIDBE-Q Volume 64 Issue 4
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and Learning Difference. The DEC Recommended Practices promote a
constructivist approach in which adults should be attuned to child's
interests, natural routines, and individual needs. Specifically, it is suggested
that lessons not be contrived or presented out of context. Instead, young
children are believed to learn best when motivated through play. Further,
since very young children cannot generalize concepts, lessons that teach a
skill out of context are unlikely to be generalized within a naturally occurring
task.
In addition, DEC Recommended Practices prioritize coaching families
to work directly with the child rather than professionals working with the
child while family members observe. This approach provides parents with
the confidence and empowerment to integrate strategies into daily routines
between intervention sessions. This child-driven approach using parent
interaction rather than a teacher-driven approach using teacher interaction
is unique to early intervention and is unlikely to be common practice within
the school setting. Therefore, such a philosophy and approach should be
explicitly integrated into visual impairment teacher training programs as an
important shift in practice when working with very young children and their
families.
