VIDBE-Q Volume 64 Issue 4
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another, but that an integrated sensory organization is present before birth
(Lickliter, 2011). A tactually diverse environment for learning results in
increased adaptations and interactions by the young child guided first by
perceptual experiences and improving to executive exploratory procedures
(Lederman & Klatsky, 2009).
Just as young children with sight visually (a) discriminate shape,
sizes, and length for early mathematic literacy, (b) recognize salient
features of letters, and (c) demonstrate knowledge of early literacy book
skills and direction following, young children with visual impairment learn
about their world in a tactual experiential manner though independent
movement. These early academic skills contribute to the attainment of
crucial childhood outcomes and preschool standards that guide the early
childhood core curriculum (Karoly, 2012; Scott-Little, Kagan, & Frelow,
2003).
Current research supports an integrated method of teaching and
active exploration of the early childhood environment. All children,
regardless of their visual diagnosis, benefit from focused tactual
development activities to provide them with a sense of self and others,
mature hand movements, and age appropriate cognitive understanding.
Challenging what we have always done to address the needs of children
