Vision plays an important role in a childs effort to organize and give meaning

to their environment (Celeste, 2005). Some early studies found that in the
absence of additional disabilities, children with visual impairments generally
developed the same skills in the same sequence as did children with sight
(Holbrook & Koenig, 2000). The only difference between these two sets of
children was that the visually impaired developed said skills at a slower
rate. This idea was even dissected further with visual impairment studies
conducted in the late 60s and 70s. The areas where VI children experienced
delays were greatly dependent on vision, such as motor skills, perception,
concept development, spatial relationships, auditory skills, tactile exploration,
and ego development (Holbrook & Koenig, 2000). A prevailing theme began to
develop from these studies. They all knew that VI children would need more
time to develop the skills mentioned previously, even with the highest quality of
care.
Limitations were noticed with earlier studies because many of the
researchers failed to look into the differences between the VI children, most of
whom had additional disabilities. Children with visual impairments exhibited
delays in the acquisition of certain milestones, particularly fine motor skills, and
these delays were even greater for children with additional disabilities (Holbrook
& Koenig, 2000). With all of these factors to consider, there are three basic
limitations for children with a visual impairment regardless. The range and
variety of experiences is limited, the ability to get about and around is difficult,
and control of the environment and the self in relation to the environment can
be difficult (Holbrook & Koenig, 2000). This causes the child to depend on their
other four senses to learn about the world.
Incidental learning is considered to be unplanned or indirect. Children with a
visual impairment can greatly benefit from incidental learning by being exposed
to as many concreate experiences as possible. I think about my child and when
she was younger letting her explore some of the kitchen utensils when mom and
dad were cooking. She would sit and play with a plastic bowl and spoon and
figure out how to use them. She eventually learned how to use them correctly
by watching us, so we really didnt have to explain much to her. A children with
a visual impairment would need to have the same type of exposers where they
are allowed to explore safely. Unlike Audrey who was able to look and observe
our behaviors, a VI child would need repeated exposures and explanations as
well.
Discussing this topic reminds me of one thing that I tell our general education
teachers each year ALL CHILDREN CAN LEARN! Now can all pass a state
standardized test? No, but that still doesnt mean they cant learn. They just
might hit certain milestones at a slower pace compared to their general
education peers.

References
Celeste, M. (2005). Impact of Twin-to-Twin Transfusion Syndrome, Preterm Birth,
and Vision Loss on Development. Journal Of Visual Impairment And Blindness,
99(9), 535-548.
Holbrook , M.C. & Koenig, A.J. (Eds.). (2000). Foundations of Education: History
and Theory of Teaching Children and Youths with Visual Impairments (2nd ed.
Vol. 1) New York: AFB Press.