Exploring the early literacy practices of teachers of infants, toddlers, and preschoolers with visual impairments

被引：10

作者：

Murphy, Jeanne Lovo

Hatton, Deborah ^{[1
]}

Erickson, Karen A. ^{[2
,3
]}

机构：

[1] Univ N Carolina, Sch Educ, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27515 USA

[2] Univ N Carolina, Sch Educ, Dept Allied Hlth Sci, Ctr Literacy & Disabil Studies, Chapel Hill, NC USA

[3] Univ N Carolina, Sch Educ, Dept Allied Hlth Sci, Div Speech & Hearing Sci, Chapel Hill, NC USA

来源：

JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS | 2008年 / 102卷 / 03期

关键词：

D O I：

10.1177/0145482X0810200302

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing structured intervention in phonological awareness, or providing opportunities for early writing and alphabet experiences.

引用

页码：133 / 146

页数：14

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