The parents of children with visual impairments and the parents of their same-age sighted peers were interviewed to determine their children's mastery of 101 daily living skills. As a whole, the children with visual impairments performed only 44% of the tasks independently, while the sighted children performed 84% of them independently.
Get full access to this article
View all access options for this article.
References
1.
BergerL. A. (1986). The developing person through childhood and adolescence.New York: Worth.
2.
BinaM. J. (1991). Overcoming current obstacles to our hopes for the future: Lessons from our pioneer ancestors. Journal of Visual Impairment & Blindness, 85, 4–10.
3.
DeLaGarzaD. V., & ErinJ. N. (1993). Employment status and quality of life of graduates of a state residential school. Journal of Visual Impairment & Blindness, 87, 229–233.
4.
DeMarioN. (1990). Non-academic competencies for elementary level students with visual impairments.Toronto: Council for Exceptional Children. (ERIC Document Reproduction Services No. ED321460)
5.
Disability Research Systems. (1993). Addressing unique educational needs of individuals with disabilities: An outcome based approach.Lansing, MI: Author.
6.
HatlenP. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 25–32.
7.
HazekampJ., & HuebnerK. M. (Eds.). (1989). Program planning and evaluation for blind and visually impaired students: National guidelines for educational excellence.New York: American Foundation for the Blind.
8.
HorneR. (1990). Having a daughter with a disability: Is it different for girls?NICHCY News Digest, 14, 1–17.
9.
Jackson County Education Service District. (1991). The Oregon Project.Eugene, OR: Author.
10.
KuhnsC. L., & MarcusR. (1992). Maternal child-rearing practices and children's social problem skills.Washington, DC: American Psychological Association. (ERIC Document Reproduction Services No. ED352471)
11.
LanfriedS. E. (1991). Educational enabling: When protecting children fosters dependence. PTA Today, 16, 19–20.
12.
LoumietR., & LevackN. (1993). Independent living: A curriculum with adaptations for students with visual impairments: Vol. 2: Self-care and maintenance of personal environment (2nd ed.). Austin: Texas School for the Blind and Visually Impaired.
13.
McNallyS. (1991). Consistency and change in maternal child-rearing practices and values: A longitudinal study. Child Development, 62, 190–198.
14.
MooreS. G. (1992). The role of parents in development of peer group competence.Urbana, IL: ERIC Clearinghouse on Elementary Early Childhood Education. (ERIC Document Reproduction Services No. ED346992)
15.
RettigM. (1994). The play of young children with visual impairments: Characteristics and interventions. Journal of Visual Impairment & Blindness, 88, 410–420.
16.
RosenbergB. G., & HydeJ. S. (1993). Differential socialization of only and firstborn children.New Orleans: Society for Research in Child Development. (ERIC Document Reproduction Services No. ED358926)
17.
SchneeklothL. H., & DayD. (1980). Comparison of environmental interactions and motor activity of visually handicapped and sighted children.Blacksburgh, VA: Virginia Polytechnic Institute and State University. (ERIC Document Reproduction Services No. ED210876)
18.
SleeuwenhoekH. C., BoterR. D., & VermeerA. (1995). Perceptual-motor performance and the social development of visually impaired children. Journal of Visual Impairment & Blindness, 89, 359–367.
19.
SmithM. C. (1994). Child-rearing practices associated with better developmental outcomes in preschool age children. Child Study Journal, 24, 299–326.
20.
Texas School for the Blind and Visually Impaired. (1997). Assessment kit: Kit of informal tools for academic students with visual impairments: Part 1: Assessment tools for teacher use.Austin: Author.
21.
WarrenD. (1994). Blindness and children: An individual differences approach.New York: Cambridge University Press.