VIDBE-Q 2025 Volume 70 Issue 3
general or widely popular toys during their childhood, rather than those directly
linked to STEM-related access skills. Second, spatial reasoning and STEM-related
access skills likely do not develop in isolation. For instance, although Level 0 of
Van Hiele's theory does not require language or advanced cognitive abilities,
higher levels rely on both. From Level 1 onward, the ability to verbally describe
shapes' properties and logically order them becomes essential (van Hiele, 1999).
This suggests that spatial reasoning is closely connected to broader cognitive and
linguistic development, which in turn is facilitated by engaging with a variety of
toys and games.
Lastly, many of the toys mentioned were already accessible to children with
visual impairments, either naturally or through small adaptations made by their
parents or siblings. This suggests that these toys were already inclusive in many
ways. Buying augmented toys can be costly and may not be feasible in regions
where families have limited financial resources. It is important to note that many
commercially available toys, when adapted, can effectively facilitate play and
development for children with visual impairments, as demonstrated in this
research.
Limitations
The number of participants interviewed was relatively small, and the sample
included a wide age range. It might have also been beneficial to broadly share the
