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Students with visual and multiple impairments have very unique educational needs. When their present levels of performance are at the sensorimotor stage, regardless of chronological age, they learn about their worlds and develop basic skills by participating in experiences that allow them to use sensing and acting systems. Barriers to learning imposed by sensory, cognitive, and motor impairments must be overcome by teams of professionals who can use research-based strategies to design highly effective instructional activities. |
