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Publication Detail
Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment in comparison with Young Children with Down syndrome and Typically Developing Children
  • Publication Type:
  • Authors:
    Hayton JA
  • Date awarded:
  • Pagination:
    1, 339
  • Supervisors:
    Wall K,Dimitriou D
  • Status:
  • Awarding institution:
  • Language:
  • Date Submitted:
  • Keywords:
    habilitation, visual impairment, inclusion, independent living skills
  • Addresses:
    Jessica Hayton
    UCL Institute of Education
    Psychology and Human Development
    25 Woburn Square
    WC1H 0AA
The ability to independently dress is a fundamental skill for children. Vision is an integrative sense. Sight affords the opportunity for individuals to learn independence skills via observation. The absence of vision, or a reduced visual capacity, restricts access to this form of learning (Lewis & Iselin, 2002). As a result of this restricted access, children with visual impairment (VI) and conditions where VI is a component (e.g. Down syndrome (DS)) require systematic and structured support. This is to facilitate the development of independent dressing skills. There has been little research to date relating to strategies for successful dressing, or the effectiveness of such strategies in children (as most of the research has been based around the re-habilitation of adults: e.g. Klein, 1983). This thesis reports an observationally based pre-test, intervention, post-test study. It examines the effectiveness of novel intervention materials and systematic strategies to support independent dressing abilities in young children. The sample consisted of three groups of children. Namely, children with VI (n=9; age range: 5;06-10;02 years), children with DS (n=9; age range: 5;04-10;00 years) and typically developing children (n=9; age range: 6;05-8;00 years) (N=27; age range: 5-10 years). The effectiveness of the structured intervention was examined over a 10 week period. The longevity of skill development was assessed 1 month and 3 months post-intervention. In addition to the development of novel resources, a supporting document for teachers, parents and carers was developed in order to further support the delivery of the intervention. The thesis reported that VI, DS and TD children benefited from the intervention and dressing strategies to support their development of independent dressing skills. Clear systematic instruction combined with motor activities were found to be useful in the development of dressing skills. The findings from this thesis inform future research regarding the development of independent dressing skills, and could also form a model for future work regarding other skill areas such as personal care and eating in relation to other clinical groups e.g. William’s Syndrome.
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