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The Development of Social Skills by Blind and Visually Impaired Students

Exploratory Studies and Strategies

In this examination of the social interactions of children with visual impairments, theory and research are combined to explore how these children can be helped to succeed socially. Innovative practical strategies are provided for educators, researchers, and families on how to assist children in the development of social skills. Qualitative ethnographic approaches demonstrate how classroom teachers can work effectively with individual children and present valuable insights about children's interactions.

The findings of research on social-skills training have been used to develop
strategies for teaching a variety of disabled persons in school and community
programs. However, little research has been conducted with visually impaired
children, ...

Teaching Social Skills to Students with Visual Impairments

From Theory to Practice

How do children become social beings? When a child is unable to observe visually and imitate how other people react and interact, this complex developmental process can become fragmented and incomplete. As a result, providing specific information, direct instruction, and opportunities for social interaction to children who are blind or visually impaired is critical to their growth and education. Edited by two groundbreaking educators and researchers, with contributions from other outstanding educators and researchers in this area, Teaching Social Skills to Students with Visual Impairments explores what theory can tell us about how children who are visually impaired become socially skilled individuals. It then presents a compendium of techniques and strategies for helping youngsters, from preschoolers through young adults, including those with additional disabilities, develop and refine social skills.

Typically, students at this level require external motivation, such as grades,
encouragement, and structured instruction from ... They can usually hear or see,
read, write, and learn through observation; however, demonstration — doing an
activity with ... through content teaching, in which the teacher presents
information either through lecture or reading assignments, ... are time limited, as
opposed to students or clients whose needs are extensive and likely to last
throughout their lives.