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Essay / Research Paper Abstract
This 5 page paper discusses the problems with social interaction and the visually impaired student. Examples of why it is difficult and what the facilitator or instructor may try in order to achieve social integration are offered. Peer reviewed studies and articles used. Quotes cited from the text. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: D0_MBmnsm.rtf
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Unformatted sample text from the term paper:
school. Many journal articles have suggested that while the issue of inclusion and social interaction is addressed, no one seems to be forthcoming with the solution or the steps that
would be necessary for disabled children to truly interact and mix with a peer group. Social interaction, though, is paramount and it is necessary for the emotional health of any
human being. If one were to ask any kid what being excluded meant, the answers would probably range from being ignored to being worried about their own physical safety. Quite
often, it is stated, children with disabilities have delayed or very immature communication skills and therefore their social interactions with a peer group may seem immature or inappropriate for their
age. In fact, this may also mean that they develop in a different sequential way socially than do those with normal sightedness. Consider how important non-verbal cues are for learning
social skills. Everything from a look of scorn to a dangerous warning stance are not perceived by the visually impaired person. Kekelis stated in a study of the problem that
a number of factors may cause roadblocks in social development. "Visual impairment may threaten the early attachment of parents to the infant. The parents may reject the child from disappointment
or guilt, or they may find the child unresponsive. The child cannot discern visual cues, such as gestures, facial expressions, and eye contact. When the parent smiles, the child does
not smile back. The resulting parental neglect deprives the child of much early experience in socialization"(Gourgey, 1998). This would seem to be a never ending spiraling of avoidance on the
part of the sighted because very young children prefer playmates who are responsive and therefore perceived as being friendly. "Without the active support of teachers, the visually impaired childs isolation
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