The authors suggest that the results of the research outlined here, while on too small a scale to be conclusive, indicate that the special education provision available to visually impaired children in primary schools compensates only in some cases for visual loss. The research (1991-92) was based on video recordings of lesson tasks undertaken by 14 children from three local education authorities in Wales. The article concludes with a list of options used by the teachers of these children to remove or reduce the visually based problems inherent in lesson tasks which may be relevant to the National Curriculum.
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