The aims of this paper are to summarize studies which have been concerned with the integration of touch and vision, examine several research strategies, and present implications for the teacher of children with learning problems. Results from the research literature have been amazingly consistent. The major conclusion is that vision is the dominant and superior modality for all populations, age groups, and sexes. In selecting a learning strategy, teachers may begin with visual presentation and proceed to add touch and other modalities until the appropriate approach is found for the individual child.
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