HapticV1, PascalFrancis, Corpus, bibRecord, 000409

Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities

Identifieur interne : 000409 ( PascalFrancis/Corpus ); précédent : 000408; suivant : 000410

Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities

Auteurs : M. Mclinden

Source :

JIDR. Journal of intellectual disability research : (Print) [ 0964-2633 ] ; 2012.

RBID : Francis:12-0158244

Descripteurs français

Pascal (Inist)
- Sensibilité tactile, Stratégie, Déficit acuité visuelle, Arriération mentale, Déficience intellectuelle, Handicap, Enfant.

English descriptors

KwdEn :
- Child, Handicap, Intellectual deficiency, Mental retardation, Strategy, Tactile sensitivity, Visual impairment.

Abstract

This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A03		`1`		`@0 JIDR, J. intellect. disabil. res. : (Print)`
A05				`@2 56`
A06				`@3 p. 2`
A08	`01`	`1`	`ENG`	`@1 Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities`
A11	`01`	`1`		`@1 MCLINDEN (M.)`
A14	`01`			`@1 School of Education, University of Birmingham @2 Birmingham @3 GBR @Z 1 aut.`
A20				`@1 129-139`
A21				`@1 2012`
A23	`01`			`@0 ENG`
A43	`01`			`@1 INIST @2 12534 @5 354000506731110010`
A44				`@0 0000 @1 © 2012 INIST-CNRS. All rights reserved.`
A45				`@0 1 p.1/2`
A47	`01`	`1`		`@0 12-0158244`
A60				`@1 P`
A61				`@0 A`
A64	`01`	`1`		`@0 JIDR. Journal of intellectual disability research : (Print)`
A66	`01`			`@0 GBR`
C01	`01`		`ENG`	@0 This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.
C02	`01`	`X`		`@0 770D03L @1 IV`
C03	`01`	`X`	`FRE`	`@0 Sensibilité tactile @5 01`
C03	`01`	`X`	`ENG`	`@0 Tactile sensitivity @5 01`
C03	`01`	`X`	`SPA`	`@0 Sensibilidad tactil @5 01`
C03	`02`	`X`	`FRE`	`@0 Stratégie @5 02`
C03	`02`	`X`	`ENG`	`@0 Strategy @5 02`
C03	`02`	`X`	`SPA`	`@0 Estrategia @5 02`
C03	`03`	`X`	`FRE`	`@0 Déficit acuité visuelle @2 NM @5 03`
C03	`03`	`X`	`ENG`	`@0 Visual impairment @2 NM @5 03`
C03	`03`	`X`	`SPA`	`@0 Deficiencia acuidad visual @2 NM @5 03`
C03	`04`	`X`	`FRE`	`@0 Arriération mentale @5 04`
C03	`04`	`X`	`ENG`	`@0 Mental retardation @5 04`
C03	`04`	`X`	`SPA`	`@0 Retraso mental @5 04`
C03	`05`	`X`	`FRE`	`@0 Déficience intellectuelle @5 05`
C03	`05`	`X`	`ENG`	`@0 Intellectual deficiency @5 05`
C03	`05`	`X`	`SPA`	`@0 Deficiencia intelectual @5 05`
C03	`06`	`X`	`FRE`	`@0 Handicap @5 06`
C03	`06`	`X`	`ENG`	`@0 Handicap @5 06`
C03	`06`	`X`	`SPA`	`@0 Discapacidad @5 06`
C03	`07`	`X`	`FRE`	`@0 Enfant @5 18`
C03	`07`	`X`	`ENG`	`@0 Child @5 18`
C03	`07`	`X`	`SPA`	`@0 Niño @5 18`
C07	`01`	`X`	`FRE`	`@0 Homme`
C07	`01`	`X`	`ENG`	`@0 Human`
C07	`01`	`X`	`SPA`	`@0 Hombre`
C07	`02`	`X`	`FRE`	`@0 Perception @5 37`
C07	`02`	`X`	`ENG`	`@0 Perception @5 37`
C07	`02`	`X`	`SPA`	`@0 Percepción @5 37`
C07	`03`	`X`	`FRE`	`@0 Pathologie de l'oeil @5 38`
C07	`03`	`X`	`ENG`	`@0 Eye disease @5 38`
C07	`03`	`X`	`SPA`	`@0 Ojo patología @5 38`
C07	`04`	`X`	`FRE`	`@0 Trouble de la vision @5 39`
C07	`04`	`X`	`ENG`	`@0 Vision disorder @5 39`
C07	`04`	`X`	`SPA`	`@0 Trastorno visión @5 39`
C07	`05`	`X`	`FRE`	`@0 Trouble du développement @5 40`
C07	`05`	`X`	`ENG`	`@0 Developmental disorder @5 40`
C07	`05`	`X`	`SPA`	`@0 Trastorno desarrollo @5 40`
N21				`@1 122`
N44	`01`			`@1 OTO`
N82				`@1 OTO`

Format Inist (serveur)

NO :	FRANCIS 12-0158244 INIST
ET :	Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities
AU :	MCLINDEN (M.)
AF :	School of Education, University of Birmingham/Birmingham/Royaume-Uni (1 aut.)
DT :	Publication en série; Niveau analytique
SO :	JIDR. Journal of intellectual disability research : (Print); ISSN 0964-2633; Royaume-Uni; Da. 2012; Vol. 56; No. p. 2; Pp. 129-139; Bibl. 1 p.1/2
LA :	Anglais
EA :	This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.
CC :	770D03L
FD :	Sensibilité tactile; Stratégie; Déficit acuité visuelle; Arriération mentale; Déficience intellectuelle; Handicap; Enfant
FG :	Homme; Perception; Pathologie de l'oeil; Trouble de la vision; Trouble du développement
ED :	Tactile sensitivity; Strategy; Visual impairment; Mental retardation; Intellectual deficiency; Handicap; Child
EG :	Human; Perception; Eye disease; Vision disorder; Developmental disorder
SD :	Sensibilidad tactil; Estrategia; Deficiencia acuidad visual; Retraso mental; Deficiencia intelectual; Discapacidad; Niño
LO :	INIST-12534.354000506731110010
ID :	12-0158244

Links to Exploration step

Francis:12-0158244

Le document en format XML

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<front><div type="abstract" xml:lang="en">This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.</div>
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<server><NO>FRANCIS 12-0158244 INIST</NO>
<ET>Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities</ET>
<AU>MCLINDEN (M.)</AU>
<AF>School of Education, University of Birmingham/Birmingham/Royaume-Uni (1 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
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<LA>Anglais</LA>
<EA>This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual modality, often in combination with additional sensory and/or physical impairments. The literature reviewed from early child development highlights the importance of independent activity in the development of exploratory strategies, as well as the pivotal role of vision in 'mediating' information received through the haptic modality. In translating these findings to children who have visual impairment and intellectual disabilities, the role of the child's learning partner assumes greater significance in ensuring that haptic information is appropriately 'mediated' to meet the child's individual needs. The implications for developing appropriate developmentally paced intervention approaches are considered. A framework is outlined that seeks to account for the role of the child's adult partner in mediating haptic learning experiences to ensure they are appropriately structured and progressive.</EA>
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Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities

Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities

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Descripteurs français

English descriptors

Abstract

Notice en format standard (ISO 2709)

Format Inist (serveur)

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

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