Abstract:

The general research aim of this study is to investigate and describe the tactile exploratory procedures (EPs) used by students with multiple disabilities and visual impairment (MDVI). EPs are defined as “a movement pattern having certain characteristics that are invariant and others that are highly typical”. EPs therefore describe the particular ways in which touch is used to discriminate and recognize objects and other tactile features from ‘actively’ handling them. For the term MDVI, no specific definition is mentioned. The main feature of "multiple" disability is the combination or interaction of disabilities and the effect of these factors on development. Children with MDVI face difficulties in obtaining sufficient information from their environment to learn. Professionals who work with students with MDVI play a critical role in: a. facilitating the development of their hand use, b. motivating the child to reach out, to explore and become interested in what is out there to touch, c. interacting with the environment, and d. manipulating materials in order to get involved into activities. The present study highlights the need of training for professionals and the use of technology during their educational intervention. The sample of the present study consisted of 46 Greek professionals working with MDVI students. Two protocols were developed in order to obtain relevant data; the first one was based on interviews and the second one on observations.

The obtained data was relevant to professionals’:
(a) individual characteristics such as experience, training, studies, etc,
(b) knowledge about student’s characteristics, abilities and preferences,
(c) teaching methodology regarding the development of individuals’ hand use, and
(d) usage of assistive technology and educational material.

The obtained data revealed that only 8.7% of the participants had received specialized training in MDVI field, whereas the rest had participated in training about more generalized issues in special education. In addition, 31.5% used low/medium tech devices such as Perkins Braillewriters and crammer abacus, and 22.2% were using non-optical low vision devices such as task lighting, book stands and slant boards. Of the participants, only 5.6% used screen enlargements and readers and 14.8% used tactile graphics technology. The discussion considered the potential practical implications of the findings such as effective usage of appropriate adaptive or assistive technology to compensate the needs of students with MDVI giving emphasis on their active touch. It is also highlighted that EPs are considered to be of highly importance for students with MDVI since they constitute an important bearing on their knowledge and understanding of the world. Finally, the discussion of the present research data highlight that students with MDVI who are well equipped and receive up-to-date training towards appropriate technology will have a better chance of achieving their educational and independent living goals.

Keywords:

Multiple disabilities and visual impairments, professionals, exploratory procedures, training.