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Publication Detail
Get Your Coat: Examining the Development of Independent Dressing Skills in Young Children with Visual Impairment, Down syndrome and Typically Developing Children
  • Publication Type:
    Journal article
  • Publication Sub Type:
  • Authors:
    Hayton JA, Dimitriou D, Wall K
  • Publisher:
    Taylor & Francis
  • Publication date:
  • Journal:
    International Journal of Inclusive Education
  • Print ISSN:
  • Keywords:
    Habilitation, inclusion, visual impairment, independence, task analysis
  • Addresses:
    Jessica Hayton
    UCL Institute of Education
    Psychology and Human Development
    25 Woburn Square
    WC1H 0AA
    United Kingdom
Dressing is a fundamental independent living skill (ILS). Vision is an integrative sense which affords learning via sighted observation. Visual impairment (VI) denies/restricts access to learning via sight. As a result, children with VI and conditions where VI may be a component (e.g. Down syndrome (DS)) require structured, systematic support to develop ILS. The current study used a repeated-measures-intervention approach to examine the development of the ILS of dressing (ILSD) with novel intervention materials in young children. Participants (N = 27: age range 5;05–10;02 years) were drawn from three groups: VI (n = 9; age range 5;05–10;02 years); DS (n = 9; age range 5;05–10;00 years) and Typically Developing (TD) (n = 9; age range 6;05–8;00 years). The effectiveness of the intervention materials was measured over a period of 10 weeks. Clear and systematic verbal instruction combined with motor activities was useful in supporting ILSD. The assessment of the longer-term effectiveness was carried out at 1 and 3 months post-intervention. This paper reported that the novel intervention materials supported the development of ILSD in all three groups. The findings could form a model for future work regarding the development of ILS in other skill areas and generalised to other developmental disorders.
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