Print Reading for Visually Handicapped Children in Nigeria
K. C. Sykes

Most visually handicapped children have useful residual vision; their principal sense modality is a visual one despite their visual impairment. Given this recognition, these children should in the main, be readers of print rather than braille. The early assessment of reading mode (Le. braille, print and/or listening) is considered, as is reading readiness and the importance of family involvement. Factors influencing ‘print legibility (e.g. print size, illumination,
use of optical aids) are discussed and what parents and teachers can do to maximize use of vision in the reading task. The over-riding importance of psychological aspects is seen in providing an appropriate teaching-learning environment.

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