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The school routines of a seven year old Swedish child with low vision deficits were examined using time-geography methodology. A qualitative analysis of the time-geographic data indicated that time use, physical location and social networks were inextricably linked. In addition, the structure of the classroom routines directly impacted the child's skill performance. This methodology appears to contribute valuable information that can facilitate the collaboration between school-based therapist and other educational team members.
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Kellegrew et al. (2000) studied this question.
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