Counseling Families of Severely Visually Handicapped Children

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.

An Interrelated Approach to Teaching Visually Handicapped Children and Mobility Education

1970 ◽  
Vol 36 (6) ◽  
pp. 445-449 ◽  
Author(s):  
William Goodman
Keyword(s):  
Professional Preparation ◽  
Dual Role ◽  
Handicapped Children ◽  
Professional Person ◽  
Approach To Teaching ◽  
Visually Handicapped

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.

The Role of the Pediatrician with Young Exceptional Children and Their Families

1982 ◽  
Vol 48 (4) ◽  
pp. 316-322 ◽  
Author(s):  
Judy Howard
Keyword(s):  
Early Intervention ◽  
Support System ◽  
Handicapped Child ◽  
Medical Problems ◽  
Exceptional Children ◽  
Handicapped Children ◽  
Community Agencies ◽  
Primary Responsibility ◽  
Early Diagnostic

The pediatrician's role in early intervention with handicapped children and their families is discussed primarily from the perspective of a subspecialist in handicapped children. Although the needs of the handicapped child and family are so extensive and ongoing that a host of professionals are required throughout the child's life, the pediatrician has a primary responsibility for guiding parents through the early diagnostic phase and helping them cope with the multiplicity of ongoing and emerging medical problems that tend to arise. In addition, pediatricians can be effective in assisting parents in the process of becoming more confident and competent in relating to their handicapped child and, through collaboration with other disciplines and community agencies, can provide a consistent and coordinated support system.

Articulatory Intervention for the Visually Impaired

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.

Pediatricians and The Education for All Handicapped Children Act of 1975 (public law 94-142)

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 135-137
Author(s):  
Francine H. Jacobs ◽  
Deborah Klein Walker
Keyword(s):  
Educational Opportunity ◽  
Public Law ◽  
Handicapped Child ◽  
Education For All ◽  
Special Education Services ◽  
Handicapped Children ◽  
Free Appropriate Public Education ◽  
Parents And Children ◽  
State And Local ◽  
Procedural Rights

In November 1975, Congress passed The Education for All Handicapped Children Act (public law 94-142) which became effective on October 1, 1977. This law requires that any state receiving funds through PL 94-142 provide a "free appropriate public education" for each resident handicapped child, and protect the procedural rights of parents and children in the receipt of these special education services. State and local educational agencies (school systems) must develop and implement plans to identify, locate, and evaluate these children, and place them into suitable programs, all toward the goal of "full educational opportunity" for each (sections 612 and 613).1

Assessment, Counseling, and Training of Integrated Visually Impaired Children

1979 ◽  
Vol 73 (9) ◽  
pp. 351-358
Author(s):  
Eva Lindstedt
Keyword(s):  
Visually Impaired ◽  
Team Work ◽  
Residential School ◽  
Handicapped Children ◽  
Time Period ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
And Training

Describes experimental work that has been carried out in creating services for integrated visually handicapped children at a Center of assessment, counselling and training, located at a residential school. The principles and methods applied are outlined and a report given of 70 children visiting the Center during one time period. The clinical procedure and follow-up is described. The complexity of the problems and the necessity of an individual approach in habilitation is stressed as well as the importance of team work engaging both professional and nonprofessional persons.

Creative Opportunities for the Retarded Child (Six illustrated booklets containing advice and practical information about arts and handicrafts for the parents, nurse, social volunteer or vocational worker who has daily contact with a handicapped child), by H. Cornelia Hollander, New York: Doubleday & Company, Inc., 1971, $10.00

PEDIATRICS ◽  
1972 ◽  
Vol 49 (6) ◽  
pp. 937-938
Author(s):  
Jean K. MacCubrey
Keyword(s):  
New York ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Handicapped Child ◽  
Arts And Crafts ◽  
Handicapped Children ◽  
Daily Contact ◽  
Practical Information ◽  
Mentally Retarded Children

In six illustrated booklets Cornelia Hollander has set forth a rationale and directions for an arts and crafts program for handicapped children. The first booklet describes how a group of parents and teachers of mentally retarded children organized a workshop to teach "uncreative adults" skills that they in turn could teach their handicapped children." The succeeding booklets deal, respectively, with finger painting and simple print making, drawing and painting, clay and other dimensional media, stitchery, and woodworking and odds and ends.

Parents Coping with Genetically Handicapped Children: Use of Early Recollections

1983 ◽  
Vol 49 (5) ◽  
pp. 411-415 ◽  
Author(s):  
Barbara Fairfield
Keyword(s):  
Handicapped Child ◽  
Early Memories ◽  
Early Recollections ◽  
Handicapped Children ◽  
Crisis Period

When faced with the reality of having a handicapped child, parents initially experience a variety of feelings: shock, disbelief, fear, anger, sadness, guilt, etc. Intervention with families to facilitate their adjustment in the early crisis period when they first learn about their child's handicapping condition relies on an understanding of how the parents view their own situation. Parents' early memories, thought to be a key to understanding the unique perception and feelings of the parents of a handicapped child, were investigated with 58 parents of genetically disordered children who were diagnosed and evaluated at a genetics clinic. Results suggest the usefulness of this technique in uncovering the true feelings of parents, identifying critical concerns, and predicting future difficulties for families.

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