ANALYSIS OF METHODS USED IN TEACHING LITERACY TO PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENTS
Keywords:
Preschool children, visual impairment, literacy instructionAbstract
This article examines the methods employed for teaching literacy to preschool children with visual impairments, focusing on the theoretical underpinnings, pedagogical strategies, and practical applications that ensure early literacy skills. Although preschool children with visual impairments possess the same cognitive potential as their sighted peers, they require specialized educational tools and tailored teaching techniques to acquire fundamental literacy skills—especially in reading and writing. By synthesizing existing research in inclusive education, visual rehabilitation, and early childhood pedagogy, this article presents a multifaceted analysis of how tactile materials, multisensory approaches, assistive technology, and individualized lesson planning can enhance literacy development. Central to this discussion is the balance between Braille-based instruction and emergent digital options, as well as the continuous collaboration among specialists, families, and schools. The article further includes a table summarizing key methods, their goals, and implementation considerations. Ultimately, adopting these adaptive strategies helps promote both academic readiness and a strong sense of independence among preschool learners with visual impairments, ensuring they gain a meaningful foothold in early literacy experiences.
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