Through Art to Affect: Blind Children Express Their Feelings

1975 ◽  
Vol 69 (9) ◽  
pp. 385-391
Author(s):  
Judith A. Rubin
Keyword(s):  
Visually Impaired ◽  
Affective Expression ◽  
Freedom Of Movement ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

This article describes the feelings and fantasies expressed in and through art by multiply handicapped, visually impaired children. Issues dealt with include the intensity of the children's need for freedom of movement and expression; their wishes, fears, and anger about such themes as injury, rivalry, uniqueness, and blindness. Some conditions which facilitate such affective expression are also noted.

scholarly journals Balance and motor coordination are not fully developed in 7 years old blind children

2004 ◽  
Vol 62 (3a) ◽  
pp. 654-657 ◽  
Author(s):  
Andréa Sanchez Navarro ◽  
Marcia Maiumi Fukujima ◽  
Sissy Veloso Fontes ◽  
Sandro Luiz de Andrade Matas ◽  
Gilmar Fernandes do Prado
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
Psychomotor Development ◽  
Control Group ◽  
Age And Gender ◽  
Blind Children ◽  
Spatial Parameters ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children

1991 ◽  
Vol 14 (3) ◽  
pp. 273-283 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Longitudinal Study ◽  
Perceptual Experience ◽  
Visually Impaired ◽  
The Other ◽  
Only Children ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

Intelligence Profiles of Low Vision and Blind Children

1992 ◽  
Vol 86 (1) ◽  
pp. 68-71 ◽  
Author(s):  
M. Groenveld ◽  
J.E. Jan
Keyword(s):  
Visually Impaired ◽  
Response Pattern ◽  
Low Vision ◽  
Performance Tests ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Consistent Response

This article reports on an analysis of the WISC-R and WPPSI profiles of 118 visually impaired children without additional neurological problems. A consistent response pattern on the Wechsler batteries emerged, suggesting that the verbal as well as the performance tests can provide useful assessment information.

Getting Over the Worry Hurdle: Parental Encouragement and the Sports Involvement of Visually Impaired Children and Youths

1988 ◽  
Vol 5 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Howard L. Nixon
Keyword(s):  
Visually Impaired ◽  
Additional Data ◽  
Parental Encouragement ◽  
Sports Involvement ◽  
Blind Children ◽  
Partially Sighted ◽  
New Evidence ◽  
Impaired Children ◽  
Depth Interviews ◽  
Visually Impaired Children

This paper addresses how parents encourage or discourage sports involvement by their visually impaired offspring, the types of sports involvement these children pursue, and the effects of parental encouragement on sports involvement. It analyzes new evidence from a study of parental adjustment to a visually impaired child. The evidence was derived mainly from open-ended, in-depth interviews of parents of 18 partially sighted and totally blind children who had attended public school. There were 15 mothers and 9 fathers in the 16 families who were interviewed, and 2 of the families had 2 visually impaired children. Additional data were provided through interviews with 14 professionals and volunteers from various fields who had sports-related experiences or observations of visually impaired children and their families. Four major forms of parental encouragement and discouragement were identified: strong encouragers, weak encouragers, tolerators, and discouragers. The predominance of the latter three helped explain the dominant patterns of limited involvement in sport by visually impaired children. Implications of these findings for mainstreaming and appropriate integration also are considered.

Education of Blind and Visually Impaired Children in India

1989 ◽  
Vol 83 (1) ◽  
pp. 20-26
Author(s):  
T.B. Singh
Keyword(s):  
Education Research ◽  
Visually Impaired ◽  
Historical Background ◽  
Prevalence Data ◽  
Integrated Education ◽  
Blind And Visually Impaired ◽  
Blind Children ◽  
The Future ◽  
Impaired Children ◽  
Visually Impaired Children

The author presents historical background and prevalence data on the population of visually impaired and blind children of India. The establishment of government-sponsored and private programs is discussed. Integrated education, research, and priorities for the future are also addressed.

Can Visually Impaired Children Use Tactile Maps to Estimate Directions?

1994 ◽  
Vol 88 (3) ◽  
pp. 221-233 ◽  
Author(s):  
S. Ungar ◽  
M. Blades ◽  
C. Spencer ◽  
K. Morsley
Keyword(s):  
Visually Impaired ◽  
Large Scale ◽  
Residual Vision ◽  
Blind Children ◽  
Tactile Maps ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Practical Implications

This article reports on three experiments in which totally blind children and children with residual vision were asked to estimate directions between landmarks in a large-scale layout of objects. The children experienced the layout either directly, by walking around it, or indirectly by examining a tactile map. The authors found that the use of tactile maps considerably facilitated the performance of the totally blind children. The theoretical and practical implications of these findings are discussed.

Teaching Visually Impaired Children to Make Distance Judgments from a Tactile Map

1997 ◽  
Vol 91 (2) ◽  
pp. 163-174 ◽  
Author(s):  
S. Ungar ◽  
M. Blades ◽  
C. Spencer
Keyword(s):  
Visually Impaired ◽  
The Third ◽  
Brief Training ◽  
Residual Vision ◽  
Blind Children ◽  
Impaired Children ◽  
Distance Judgments ◽  
Visually Impaired Children ◽  
Children's Strategies

This article reports on two experiments that investigated 59 children's ability to estimate distances from a map. In Experiment 1, totally blind children, children with residual vision, and sighted children were given a map showing the position of three objects on a path, two of which were present on the actual path. The children were asked to use the map to work out the position of the third object. The visually impaired children performed less well than did the sighted children, and an analysis of the children's strategies indicated that the majority of visually impaired children did not know an effective way to work out distances from the map. In Experiment 2, the visually impaired children were given a brief training in how to calculate distances from a map and then they were retested. After training, the children's performance improved.

Spatial Mapping of Familiar Locations in Blind Children

1991 ◽  
Vol 85 (3) ◽  
pp. 113-117 ◽  
Author(s):  
A. Bigelow
Keyword(s):  
Visually Impaired ◽  
Spatial Knowledge ◽  
Spatial Mapping ◽  
Blind Children ◽  
Impaired Children ◽  
Visually Impaired Children

This article reports on a 15-month study of the spatial mapping skills of totally blind, visually impaired, and normally sighted children. The children were asked to point to familiar locations in four areas (conditions) in and around their homes. The blind children never mastered all the conditions; the visually impaired children mastered them, but one of them did so over a year after the sighted children did so; and the sighted children easily mastered all the conditions. The results suggest that blindness interferes with the development of spatial knowledge in which Euclidean directions between locations are known.

scholarly journals The Creation of Particular Learning Methods for Blind Children

2018 ◽  
Vol 7 (2) ◽  
pp. 62-65
Author(s):  
Krishnendu Roy
Keyword(s):  
Visually Impaired ◽  
Spatial Knowledge ◽  
Educational Success ◽  
Learning Techniques ◽  
Blind Children ◽  
Education In India ◽  
Physically Disabled Children ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of the research is to provide a disseminate view on the methods for learning for visually impaired children. The economic factors along with psycho-social aspects have impacted blind education in India. Due to the lesser number of population, not impacting much on the productivity of the state, visually impaired children suffer the consequence of social and political ignorance leading to incomplete education and illiteracy. The current research is based on thematic analysis of the information gathered from literature review. As per the research it can be concluded that the role of family, specialized teachers and schools for special education in educating blind children is crucial for their academic achievement, building good grades which would further contribute to their employment. With several innovations on learning techniques, Braille method has always been the oldest and common used. Apart from Braille the use of virtual reality method for spatial knowledge have been quite frequently used to teach blind children. It can be recommended that in order to fit into the cut-throat competition of achieving educational success for future progression, it is equally important to educate physically disabled children by making them specially-abled through several learning techniques utilizing other skills apart from visualization.

The Attainment of Conservation by Visually Impaired Children in Taiwan

1987 ◽  
Vol 81 (9) ◽  
pp. 423-428 ◽  
Author(s):  
M.M. Wan-Lin ◽  
P.E. Tait
Keyword(s):  
Cognitive Development ◽  
Visually Impaired ◽  
Republic Of China ◽  
Blind Children ◽  
The Republic Of China ◽  
The Republic ◽  
Partially Sighted ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Development Delays

A study to investigate the differences in cognitive development between sighted and visually impaired children in the Republic of China, as measured by Piagetian tasks of conservation, indicated that age and vision were two significant variables contributing to the attainment of conservation with young visually impaired children, who were more apt to be nonconservers; the order of difficulty of eight conservation tasks for the partially sighted children was more similar to that of the sighted children than to that of the blind children, with the blind children differing greatly from both the partially sighted and the sighted children; a one-to-four-year developmental lag in the attainment of conservation was found in blind children compared to the sighted and partially sighted children; blind children made up these development delays at the age of 11; and the explanations given by the conservers among the sighted, partially sighted and blind children were similar; the explanations given by the blind and partially sighted nonconservers, however, demonstrated more variability than those of the sighted nonconservers.

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