All children are entitled to full access to a broad and balanced curriculum within a setting that is appropriate for their needs (Tallent & Thompson, 2011). Children with special needs and disabilities are no exception. Such children should be able to achieve their full potential within a fully inclusive environment. As such, visual impairment refers to a range of sight problems, from mild to severe and total loss of sight (Jennings, 2009). In this essay, I would be discussing about the characteristics, challenges and intervention approach to help children with mild visual impairments such as hyperopia.
Children with hyperopia are not always easily recognized. To start with, hyperopia is a mild visual impairment whereby people are only able
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They would be unable to comprehend the function of an object for example that requires the benefit of perfect vision. This would restrict their interaction with the environment and ability to feel and manage the different aspects of their environment.
Santrock (2011) claimed that, “children develop and learn in different ways and at different rates, and all areas of development are equally important and interconnected”. Thus, children with hyperopia need to be have a classroom that has an environment that has been adapted for them. As such, the intervention approach I would be sharing about to allow all children to participate in class activities, is through the involvement of hands-on materials.
To begin with, children with hyperopia require a surrounding that is safe and conducive for them. This is because the children are unable to gain the same perception of the nature of their environment as do the children with perfect sight (Hooper & Umansky, 2004). Thus, for example if I were to conduct a painting activity for the Kindergarten two class at the centre, I could accommodate the child with hyperopia by adding bells to the paint brushes that the children were to