Early Childhood Services for Visually Impaired Children: A Model Program

1975 ◽  
Vol 69 (5) ◽  
pp. 201-206
Author(s):  
Rosemary O'Brien
Keyword(s):  
Public Schools ◽  
Social Services ◽  
Visually Impaired ◽  
The United States ◽  
Montgomery County ◽  
Full Spectrum ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
Impaired Children ◽  
Visually Impaired Children

A program of services for young visually impaired children and their parents, including diagnosis and intervention strategies, was established with a three-year grant under Title III of the Elementary and Secondary Education Act in the Montgomery County (Maryland) Public Schools. The program includes a full spectrum of educational services for the children and counseling and training for the parents. Based upon independent validation by the U.S. Office of Education, the project is now a fully-funded part of the vision services provided by the school system and serves as a national demonstration site. Project materials, including assessment booklets, intervention manuals, and a social services document, are currently being field tested in various parts of the United States.

The Integrated Resource Room for Visually Impaired Children

1973 ◽  
Vol 67 (8) ◽  
pp. 363-368
Author(s):  
Rosemary O'brien
Keyword(s):  
Public Schools ◽  
Study Skills ◽  
Visually Impaired ◽  
Low Vision ◽  
Montgomery County ◽  
Resource Room ◽  
Positive Effects ◽  
Individual Instruction ◽  
Impaired Children ◽  
Visually Impaired Children

The resource room program conducted by the Montgomery County (Maryland) Public Schools is designed to provide visually impaired children enrolled in regular classrooms with individual instruction in the special skills they require, including listening and study skills, special apparatus and braille codes, typing, orientation and mobility, low vision aids, and counseling and tutoring. The author, who is coordinator of the program, discusses the process of selecting the school within the system where the program is to be located, the criteria for admitting children to the program, and the use of staff—the resource room teacher, educational aide, and others. The positive effects of the program on the children are also presented.

Common Core Standards (U.S.)

2018 ◽  
Author(s):  
Patrick Shannon
Keyword(s):  
Public Schools ◽  
Common Core ◽  
The United States ◽  
State Standards ◽  
National Education ◽  
Elementary And Secondary Education ◽  
High School Graduation Requirements ◽  
Teachers And Students ◽  
Education Act ◽  
Gates Foundation

The Common Core State Standards (CCSS) are part of a third wave of school reform in the United States. With accompanying tests, these standards combine calls for increased academic rigor, beginning in the 1980s, with more recent efforts to hold schools, teachers, and students accountable for learning outcomes in publicly funded schools. Origins of CCSS can be traced to the 1996 National Education Summit where the National Governors Association (NGA), philanthropic foundations, and business leaders founded Achieve to broker rigorous high school graduation requirements. In 2009, Achieve became the project manager for the construction of CCSS. In 2010, implementation began with incentives from the Obama administration and funding from the Gates Foundation. Advocates choose among a variety of rationales: faltering American economic competitiveness, wide variability among state standards and educational outcomes, highly mobile student populations, and/or a growing income achievement gap. Critics cite federal intrusion in states’ rights, a lack of an evidentiary base, an autocratic process of CCSS production, and/or a mis-framing of problems facing public schools. With the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act of 2015, federal advocacy of CCSS ended officially.

Use of the Blind Learning Aptitude Test with Children in England and Wales and the United States

1991 ◽  
Vol 85 (8) ◽  
pp. 335-337 ◽  
Author(s):  
H.L. Mason
Keyword(s):  
United States ◽  
Visually Impaired ◽  
The United States ◽  
Assessment Procedure ◽  
Aptitude Test ◽  
England And Wales ◽  
Impaired Children ◽  
Visually Impaired Children

An 18-month study of the use of the Blind Learning Aptitude Test was conducted in schools for visually impaired children in England and Wales to determine if it is a suitable assessment procedure and is “culturally fair.” The results were compared to standardization data for visually impaired children in the United States.

scholarly journals Population Features of Visually Impaired Children and Their Parents Living in Hungary

2021 ◽  
Vol 16 (1) ◽  
pp. 38-52
Author(s):  
Erika Kiss ◽  
Emese Pajor
Keyword(s):  
Social Services ◽  
Visually Impaired ◽  
Census Data ◽  
Population Characteristics ◽  
Exploratory Research ◽  
Individual Interviews ◽  
Central Statistical ◽  
Central Statistical Office ◽  
Impaired Children ◽  
Visually Impaired Children

This exploratory research (2014–2019) was conducted among visually impaired children aged 0–14 years and their parents. The paper focuses on the crucial features of the healthcare and pedagogical services provided for visually impaired children and analyses the situation of parents raising them. In order to explore the population characteristics of visually impaired children in Hungary, we relied on two major data sources: the census data of the Hungarian Central Statistical Office between 1990–2016, and the examination documents of the Corps of Pedagogical Services of Visually Impaired Children between 2009–2013. The research included data of 1,432 visually impaired children. In order to survey the situation of these children’s parents, we conducted semi-structured, individual interviews. We investigated the retrospective narratives of 39 mothers and 29 fathers through narrative categorical content analysis and performed the situation analysis of the parents, using the model of game theory between humans and environment, whilst we also took into consideration the Hungarian and international methodological context for researching parents raising visually impaired children. Results suggest that the population of visually impaired children is under transformation: visually impaired groups based on the classical interpretation of visual performance are being replaced by new groups governed by needs. What the parents of such children seem to lack the most in the Hungarian care system are the opportunities for physical and mental relief. It would be vital to improve the situation of the parents concerned by more flexible special education and social services that could support both single parents and couples to overcome their difficulties.

Factors Influencing the Integration of Visually Impaired Children

1979 ◽  
Vol 73 (9) ◽  
pp. 359-363
Author(s):  
John E. Thomas
Keyword(s):  
Public Schools ◽  
Visually Impaired ◽  
Chronological Age ◽  
Primary Concern ◽  
Public School District ◽  
Detroit Public Schools ◽  
Factors Influencing ◽  
Grade Placement ◽  
Impaired Children ◽  
Visually Impaired Children

Attributes of visually impaired children such as chronological age, grade placement, visual acuity, sex, arithmetic, and reading achievement are of primary concern in this investigation. These attributes or variables are studied in relation to their association with or influence upon the integration of visually impaired children into classes and activities with normally seeing children in the Detroit Public Schools. Findings are believed to be generalizable in view of the diverse abilities, experiences, and ethnic background of the general and special student population in the large public school district studied, and given the flexibility necessarily deployed in programming to provide meaningful learning experiences for all students enrolled.

Itinerant Orientation and Mobility in Public Schools

1989 ◽  
Vol 83 (9) ◽  
pp. 473-475
Author(s):  
W.H. Bryan
Keyword(s):  
Public Schools ◽  
Visually Impaired ◽  
High Quality ◽  
Quality Instruction ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children

Most visually impaired children receive their orientation and mobility instruction on an itinerant basis. Because of the distances their instructor must travel, many of these children receive instruction only once or twice a week and are cheated out of the consistent instruction they require. This article explores alternative ways of scheduling these students so they can receive the amount of consistent and high-quality instruction they need to become safe independent travelers.

Low Vision Enhancement: The Use of Figure–Ground Reversals with Visually Impaired Children

1985 ◽  
Vol 79 (2) ◽  
pp. 64-69 ◽  
Author(s):  
Laurence R. Gardner
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Visual Functioning ◽  
Black Background ◽  
Printed Materials ◽  
Impaired Children ◽  
Visually Impaired Children

Describes an investigation of how different figure-ground contrast combinations affect the visual functioning of visually impaired children. The study employed the use of field reversals—printing white and yellow foregrounds on a black background—to decrease the amount of light reflected from printed materials to the eye. Eighteen visually impaired children ranging in age from nine years, four months to 14 years, six months participated in this study. The findings indicated that neither reversals in contrast nor chromaticity differences were effective measures for increasing visual functioning.

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