Any two misconceptions about children with visual impairment.

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One of the most significant aspects of early childhood development and education is recognizing and addressing the needs of children with disabilities, including those with visual impairments. Visual impairment during early childhood can influence various developmental domains, such as sensory integration, language acquisition, mobility, and socio-emotional functioning. However, the growth and development of children with visual impairments are often surrounded by myths and misconceptions, which not only hinder their inclusion in mainstream educational settings but also affect their self-esteem and access to equal opportunities. Two of the most prevalent misconceptions regarding children with visual impairments are discussed below in the context of early childhood development and education. Misconception 1: Children with Visual Impairment Cannot Learn Like Sighted Children One of the most widespread and damaging misconceptions is that children with visual impairments are inherently unable to learn like their sighted peers. This belief stems from an overemphasis on the visual modality in learning and underestimates the ability of children to acquire knowledge through alternative sensory channels. While sight is an important sense for learning, it is not the only way through which children interact with their environment and absorb information. Children with visual impairments often develop compensatory skills using other senses such as touch (tactile), hearing (auditory), and smell (olfactory). For instance, the _________ ______ ___ ____ ___________ __ ____________ ______ __________ ________ ____________ ___________ _________ ____.
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Degree : CERTIFICATE PROGRAMMES
Course Name : Certificate in Early Childhood Special Education Enabling Inclusion Visual Impairment
Course Code : CESEIVI
Subject Name : Foundations of Early Childhood Development and Education
Subject Code : BCD 102
Year : 2024 2025