there are three dimensions of tactile strategies required for successful counting among blind students: scanning, organizing, and partitioning the array.
With these strategies in mind, Tom constructs a
number of counting arrays for Clara using craft foam and manipulatives (e.g., buttons, macaroni, etc). These include circular arrays similar to the analog clock currently used in the classroom. Clara counts items in fixed arrays, first tactually scanning the array to determine where she needs to count. Adapting a strategy from the article, Tom shows Clara how to keep one hand on the starting item when counting in a circular array, so as to not count the same item twice. Clara can transfer back to working with the tactile analog clock, now that Tom can be sure that Clara has the requisite skills.
Conclusion In addition to assuming active roles in the
development of new research in the field of visual impairment and blindness, educators should also be active consumers of this research. There are numerous strategies and interventions in the research literature just waiting for an ingenious educator to translate into practice. As more evidence-based strategies find their way into the educational
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