Relationships between Visual Acuity, Reading Mode, and School Systems for Blind Students

1979 ◽  
Vol 46 (3) ◽  
pp. 186-191 ◽  
Author(s):  
Deborah Hill Willis
Keyword(s):  
Visual Acuity ◽  
Grade Level ◽  
Educational Program ◽  
Object Perception ◽  
School Systems ◽  
Primary Reading ◽  
Printing House ◽  
Blind Students

The relationships among visual acuity, reading mode, grade level, and type of educational program for blind students were examined in this study. The data were obtained from the 1976 registration of legally blind students through the American Printing House for the Blind. This study replicated previous studies based on data for 1960, 1963, 1966, 1969, and 1972, making possible a study of the 1976 population as well as trends. The proportion of students using auditory material increased in all the visual categories and nearly doubled for students with object perception or better since the study in 1972. The percentage of students reading printed material increased slightly, while the use of braille as a primary reading mode decreased significantly between 1972 and 1976.

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

How Useful is Braille? Reports of Blind Adults

1984 ◽  
Vol 78 (7) ◽  
pp. 311-313 ◽  
Author(s):  
Catherine Mack
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Telephone Interview ◽  
School Programs ◽  
Technological Skills ◽  
Primary Reading ◽  
Blind Students

Thirty blind adults in California who had learned and used braille as their primary reading mode in public schools were questioned about their current use of braille. A telephone interview asked each participant various questions about how much and for what purposes he or she currently uses braille. Most blind adults reported using braille for personal notes and memoranda. They rely on readers and recordings for the majority of their reading and type most of their personal correspondence. These responses indicate a need to stress listening, typing, and technological skills at least as much as braille skills in our elementary and secondary school programs for blind students.

Biological Models for Blind Students

1978 ◽  
Vol 72 (4) ◽  
pp. 121-124
Author(s):  
Frank L. Franks ◽  
Marvin J. Murr
Keyword(s):  
Low Vision ◽  
Flowering Plants ◽  
Biological Models ◽  
Color Coding ◽  
Biological Features ◽  
Representative Species ◽  
Texture Size ◽  
Chromatic Color ◽  
Printing House ◽  
Blind Students

In response to an expressed need for inexpensive biological models for blind students, the American Printing House for the Blind has developed a set of 19 plastic models (schematics) which illustrate representative species of the major invertebrate phyla and component structures of flowering plants. The biological features depicted on the models were found to be highly discriminable in a test of legibility (95 percent overall correct responses) with 42 legally blind students (grades 7-12). The models emphasize simplicity, but offer additional cues where complexity occurs. Texture, size, shape, and relief were used for maximum legibility. Chromatic color coding was employed to maximize color and luminance contrasts for low vision students. The models averaged nine inches (22.9 cm) in length on their longest sides.

What problems are involved in implementing the “new” curricular programs?

1965 ◽  
Vol 12 (7) ◽  
pp. 575-578
Author(s):  
Jerry J. Herman
Keyword(s):  
School District ◽  
Educational Program ◽  
Subject Area ◽  
The State ◽  
School Systems ◽  
Teaching Staff ◽  
Monetary Valuation ◽  
New Math ◽  
State Average

Like many school systems across the nation the Lakeview School District of St. Clair Shores, Michigan, has an administration and teaching staff that is interested in incorporating worthwhile curricular developments into its educational program. Although this District of more than 7,400 students and 300 professionals has a monetary valuation considerably below the state average, it is involved in many subject area evaluations. The problems and procedures of incorporating the “new math” into its educational offerings most adequately illustrates the complications involved in implementing curricular changes.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Coaching Care Partners Who Support Loved Ones With MCI

2014 ◽  
Vol 19 (2) ◽  
pp. 50-56 ◽  
Author(s):  
Kerry Mills ◽  
Jennifer Brush
Keyword(s):  
Cognitive Functioning ◽  
Educational Program ◽  
Social Withdrawal ◽  
Quality Care ◽  
Critical Role ◽  
Family Care ◽  
Speech Language Pathologists ◽  
Care Partners ◽  
Provide Quality Care ◽  
Solution Focused

Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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