THE U.S. EXPERIENCE IN ENSURING CONTINUITY BETWEEN PRESCHOOL AND PRIMARY EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENTS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.10Keywords:
visual impairments, inclusive education, special education, early intervention, orientation and mobility, assistive technologies, U.S. experienceAbstract
The article analyses the U.S. experience in ensuring continuity between preschool and primary education for children with visual impairments. The study aimed to identify regulatory and pedagogical provisions that characterize the continuity of special educational support and may be considered in Ukrainian practice. The source base included the Individuals with Disabilities Education Act (IDEA), 34 C.F.R. Parts 300 and 303, guidance from the Office of Special Education Programs, recommendations of the Division for Early Childhood, clinical and rehabilitation guidance of the American Academy of Ophthalmology, and current studies on early intervention, assessment of visual functioning, orientation and mobility, and education of children with visual impairments. The analysis distinguishes the federally regulated transition from Part C early intervention to preschool special education under Part B IDEA from subsequent education within Part B when a child enters primary school. The study establishes the importance of comprehensive and individualized evaluation, the Individualized Education Program, the Expanded Core Curriculum, assistive technologies, functional use of vision, spatial independence, and preparation for reading and writing. Particular attention is given to the continuity of effective ways of accessing and processing information, using vision and other sensory channels, orienting and moving in space, and performing educational tasks independently. The findings substantiate the use of preschool assessment results for determining the conditions of primary education, selecting appropriate formats and means of presenting educational information, planning the use of Braille and assistive technologies, and ensuring the further development of skills formed during preschool education. The U.S. experience is interpreted not as a model for direct transfer, but as a source of provisions that can be adapted to Ukrainian educational conditions with regard to the child’s functional abilities and educational needs. This approach allows continuity to be understood as progressive development rather than mechanical preservation of previously established support practices alone.
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References
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