Lewis, V.; Collis, G.; Shadlock, R.; Potts, M. and Norgate, S.
(2002).
New methods for studying blind children’s understanding of familiar space.
British Journal of Visual Impairment, 20(1),
pp. 17–23.
Abstract
The present study investigated the type and extent of challenging behaviour in three residential schools in India for children with visual impairment. Teachers completed a survey of challenging behaviour in one boys-only school (n = 123), one girls-only school (n = 88), and one co-educational school (n = 125). Among the 336 total children, 24% were identified as having challenging
behaviours. The most frequently reported challenging behaviours were withdrawal (17%), hyperactivity (15%), stereotyped mannerisms (12%), irritability (12%), aggression (10%) and inappropriate speech (9%). Self-injury was rare (1%). The results highlight a need for effective school-based assessment and intervention strategies to address challenging behaviours among children with visual impairment.
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