Research based on the writings of Piaget indicates that the cognitive functioning of the visually impaired child is slower to develop than that of his sighted counterpart. In addition, there may be a developmental gap between the operative and figurative aspects of his thought as well as difficulties in image formation. The author reviews current literature and presents basic educational tenets based upon interpretations of Piaget's work and research findings. She emphasizes the blind child's need of direct physical experiences with concrete objects and verbal interaction with both adults and members of his peer group to learn about the world around him.
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