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An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how Teachers of the Visually Impaired (TVI) and primary caregivers construct the idea of school readiness for children who are blind and use braille as their primary learning medium. This research will examine current practice in relation to the Head Start Early Learning Outcomes Framework and the Expanded Core Curriculum. Grounded in the Ecological and Dynamic Model of Transition the research will situate the whole child within natural contexts to identify supports for successful transition to public school. Qualitative research design will use permanent product review, including Individual Family Service Plans and Individual Education Plans to identify themes of current practice. Identified themes will be verified through semi-structured interviews with key stakeholders to better understand school readiness for children who are blind.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 28, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Ming-Gon John Lian, George A. Padavil. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.