An approach to the stimulation of vision in the profoundly handicapped, visually handicapped child

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Abstract
This article looks at some of the justifications for including visual stimulation as a curricular component for the profoundly handicapped child who is operating as if visually handicapped. It sets out a four stage approach to the stimulation process and argues that if this is not followed there is a danger that the teacher will have difficulty in knowing where such intervention is leading. The progres sion through the stages is seen as a gradual shift from visual stimulation as a curricular content to visual stimulation as a teaching method. The idea is put forward that rather than teaching a child to see, visual stimulation is more concerned with attempts to manipulate the environment to promote maximum use of vision.

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