This article reports the results of an analysis of questionnaires administered to partially sighted children and their parents. The aim of the study was to identify the visual environmental adaptation problems (VEAPs) of children who attend regular classrooms but have support from teachers of visually impaired students. In addition to discussing the VEAPs that were found in various areas, the article offers suggestions for adaptive techniques and materials that will help these children function more effectively.
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Kalloniatis et al. (1994) studied this question.
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