Enhancing the Exploratory Behavior of Visually Impaired Preschoolers

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Abstract
A study of legally blind and sighted preschoolers found no significant differences in the two groups’ interactions with both a commercial toy and a novel, homemade toy except in their patterns of sensory utilization; however, years of education and visual impairment contributed to a significant degree (the legally blind children had more years of education). Findings suggest that early intervention may be necessary to place visually impaired children on a par with sighted children. Educational implications are discussed.

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