VIDBE-Q Volume 66 Issue 1
Linda Hagood, Portland State University & Washington State School
for the Blind, hagood.linda@gmail.com
Amy Parker, Portland State University, atp5@pdx.edu
Children and adolescents with self -regulatory skills can focus their
attention, control their emotions and manage their thinking, behavior and feelings
(Blair & Diamond, 2008). Self-regulation contributes to both academic and social
success (Durlak et al., 2011), and in efforts to engage learners, schools have begun
to include mindfulness, yoga, and meditation in social emotional learning curricula
(Gillen & Gillen, 2007; Jones & Bouffard, 2012).
Children who are blind and visually impaired have been shown to use
emotional regulation strategies less often than their sighted peers (Salimi et al.,
2016). Some eye conditions, especially those with a neurological base, seem to be
associated more with self- regulation challenges, including optic nerve hypoplasia
(Fink & Borchert, 2011), Leber Congenital Amaurosis (Fazzi et al., 2007), Norrie's
Syndrome (Dale, 2005), CHARGE Syndrome (Hartshorne et al., 2005), Congenital
Reading, Writing and Self-Regulating:
Mindfulness and Movement Activities as a
Context for Language and Literacy Learning
