An exploration of understanding of quantity in children who are blind

Abstract

The paper reports an exploratory investigation of blind children's concepts of number, substance, length, area, weight, and volume conservation. Children totally without sight or with light perception at most who were in a special unit in a mainstream first school were pretested, taught and posttested twice. Tasks used in a series of studies were specifically adapted for tactual presentation of materials with appropriate questioning, and children's responses closely examined. Teaching introducing key explanations and experiences explored and developed their understanding of quantity conservation. On posttesting children taught showed increased understanding. Individual differences in development were marked.

Key Word:

• Development
• blind children
• concepts
• quantity
• conservation