Evidence for the effectiveness of visual supports in helping children with disabilities access the mainstream primary school curriculum

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 a...

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Veröffentlicht in:Journal of research in special educational needs 2017-04, Vol.17 (2), p.79-86
Hauptverfasser: Foster‐Cohen, Susan, Mirfin‐Veitch, Brigit
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container_title Journal of research in special educational needs
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creator Foster‐Cohen, Susan
Mirfin‐Veitch, Brigit
description 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.
doi_str_mv 10.1111/1471-3802.12105
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source Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source
subjects Access to Education
Anxiety
Barriers
Classrooms
Confusion
Core curriculum
Curricula
DCD/dyspraxia
Disabilities
Distraction
Efficacy
Elementary School Curriculum
Elementary School Students
Feedback
Foreign Countries
Frustration
inclusion
Interviews
Learning
Mainstreaming
Parent Attitudes
Perseveration
Qualitative Research
Questionnaires
Reminders
Special Education
Special needs children
Student Attitudes
Task completion
Teacher Attitudes
Teachers
Teaching Methods
Visual Stimuli
Visual supports
title Evidence for the effectiveness of visual supports in helping children with disabilities access the mainstream primary school curriculum
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