Social integration of children with visual impairment: A developmental model

Abstract

This study describes the play behavior and social interactions of a Slovenian preschool-aged child who is blind. The subject’s social development was then compared to that of a similar-aged child in the United States who is also blind. There is ample research describing the social development of preschool children with developmental disabilities, however, there is little empirical evidence available specific to children who are blind. This is one of only a handful of similar studies conducted in the United States, and the first of its kind in Slovenia. The data obtained from the assessment protocol indicated play behaviors and social interactions of a Slovenian preschool child who is typically developing, with no additional disabilities. These findings are compared to those of a subject in the United States, which indicated that although the subject was developmentally above age level in all domains, she demonstrated atypical social participation skills and individual social behaviors. The results further identified the social competence skills at particular risk for young children with vision impairment.