ABSTRACT
A learner with vision impairment develops in a world that can be difficult to manage alone. Impairment of vision directly affects access to information within this world. A reduction in such access can influence both the quantity and the quality of the information that reaches the brain and supports learning. A key role for the learning partner is to draw on appropriate strategies that will reduce the potential barriers to learning that reduced access to information and reduced ability to process that information can create to promote meaningful engagement with the world through touch. Much of the literature examining the role of touch for learners with multiple disabilities and vision impairment has focused on approaches that are designed to develop a learner’s particular abilities with limited work on the nature of the interaction between the developing person and the changing environments in which learning takes place.
