An Interrelated Approach to Teaching Visually Handicapped Children and Mobility Education

The idea of training a new kind of professional person who would have competency in the dual role of teaching and mobility instruction in the area of the visually handicapped is discussed. The professional preparation and responsibilities of the teacher and the mobility instructor are examined to point out overlapping areas that already exist. Consideration is given to the advantages of this approach, as well as to some likely criticism and to some unresolved questions.

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Counseling Families of Severely Visually Handicapped Children

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7306700602 ◽

1973 ◽

Vol 67 (6) ◽

pp. 251-257

Author(s):

Helen E. Froyd

Keyword(s):

Handicapped Child ◽

Developmental Task ◽

Professional Counseling ◽

Handicapped Children ◽

Community Agencies ◽

Sighted Child ◽

Professional Person ◽

Visually Handicapped ◽

Essential Service ◽

Immediate Reactions

Professional counseling can benefit both the severely visually handicapped child and his family. Initially, counseling may be useful to family members as they deal with their immediate reactions to the diagnosis and begin to develop realistic expectations for their handicapped child. When involved, the professional person may continue to provide an essential service. As the severely visually handicapped child faces each developmental task, the route he takes to achievement differs greatly from that used by the sighted child; hence, the uniqueness of the needs of the severely visually handicapped child. This uniqueness, how to deal with it, and what problems arise when it goes unrecognized, are all potential areas in which the professional person may be involved. In addition to these direct services, the professional person may serve as consultant to community agencies willing to work with these children. Unfortunately, persons prepared to meet the needs described are seldom available to the severely visually handicapped child and his family.

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Articulatory Intervention for the Visually Impaired

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1003.139 ◽

1979 ◽

Vol 10 (3) ◽

pp. 139-144

Author(s):

Cheri L. Florance ◽

Judith O’Keefe

Keyword(s):

High School ◽

High School Students ◽

Behavior Change ◽

Visually Impaired ◽

School Students ◽

Handicapped Children ◽

Paired Stimuli ◽

Visually Handicapped ◽

Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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