Evidence for the Effectiveness of Visual Supports in Helping Children with Disabilities Access the Mainstream Primary School Curriculum

Autor/inn/en	Foster-Cohen, Susan; Mirfin-Veitch, Brigit
Titel	Evidence for the Effectiveness of Visual Supports in Helping Children with Disabilities Access the Mainstream Primary School Curriculum
Quelle	In: Journal of Research in Special Educational Needs, 17 (2017) 2, S.79-86 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12105
Schlagwörter	Barriers; Mainstreaming; Elementary School Students; Foreign Countries; Disabilities; Access to Education; Qualitative Research; Special Education; Interviews; Questionnaires; Teacher Attitudes; Parent Attitudes; Student Attitudes; Visual Stimuli; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Fragebogen; Lehrerverhalten; Elternverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Removing barriers to learning for children with mild to moderate disabilities in mainstream primary classrooms calls for creative approaches that exploit the cognitive and sensory strengths of each child. Although their efficacy has not been fully explored, pictorial, symbolic and written supports are often used with the intention of helping children access the curriculum by reducing anxiety, confusion and memory limitations both at school and at home. This paper reports a qualitative study carried out in New Zealand, which designed, delivered and evaluated a coordinated home and school visual supports programme for 23 children with moderate special education needs aged between 5 years and 7 months and 11 years and 10 months. Interview and questionnaire feedback from parents, teachers and the children themselves suggests the visual supports reduced anxiety and frustration, provided structured reminders of tasks and equipment needed, and permitted greater involvement in home and classroom routines. They also suggested a positive impact on distractibility, task completion, classroom independence and perseverance. It is suggested that while the visual supports were helpful, the attention to the child's needs across contexts contributed importantly to the success of the programme. Directions for further research are outlined. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01