The Exploration of a “Tactile Aesthetic”

1976 ◽  
Vol 70 (9) ◽  
pp. 369-375
Author(s):  
Judith A. Rubin
Keyword(s):  
Life Experiences ◽  
Potential Usefulness ◽  
Projective Testing ◽  
Structure And Stability ◽  
Objective Standard ◽  
Blind Children ◽  
Partially Sighted

To investigate whether blind children have a “tactile aesthetic” qualitatively different from that of their sighted and partially sighted peers, a group of scrap wood sculptures created by blind, partially sighted, and sighted children were presented to judges who were children also blind, partially sighted, and sighted. The study suggested not a lack of aesthetic sensitivity in the blind, but rather a different aesthetic influenced as much by associative response to shape, form, structure, and stability relating to the individual's life experiences as by any “objective” standard of formal beauty. The potential usefulness of tactual stimuli for projective testing was implied, as well as a suggestion for modification in attitude and perception by sighted individuals who teach or present art to blind children.

Cross Country Running for Visually Impaired Young Adults

1978 ◽  
Vol 72 (6) ◽  
pp. 212-214
Author(s):  
John J. Sonka ◽  
Michael J. Bina
Keyword(s):  
Young Adults ◽  
Physical Condition ◽  
Visually Impaired ◽  
Blind Children ◽  
Cross Country ◽  
Visually Handicapped ◽  
Partially Sighted

Describes a cross country running program for boys and girls at the Wisconsin School for the Visually Handicapped. Totally blind children were assigned sighted guides, while partially sighted children ran alone, though guidance was available from colored flags positioned along the course to indicate turns. Advantages of the program were improved physical condition, “feeling better,” practice of O & M skills, and opportunities to interact with faculty and with sighted children on other school teams.

Deixis, personal reference, and the use of pronouns by blind children

1999 ◽  
Vol 26 (3) ◽  
pp. 655-680 ◽  
Author(s):  
MIGUEL PÉREZ-PEREIRA
Keyword(s):  
Longitudinal Study ◽  
Qualitative Data ◽  
General Characteristic ◽  
Time Span ◽  
Autistic Children ◽  
Personal Reference ◽  
Blind Children ◽  
Different Ages ◽  
Partially Sighted ◽  
Reversal Errors

Blind children are considered to use personal reference terms late and with a great deal of reversal errors. However, in previous research, there has been a dearth of both quantitative and qualitative data on their use of pronouns. In the present paper data from a longitudinal study of five children (three totally blind, one partially sighted, and one sighted) is presented. The children had different ages at the begining of the study, ranging from 0;9 to 2;5, and were followed for a time span of over 12 months. Every spatial deictic term and personal reference term used by the children was analysed. Special attention was given to the analysis of the reversal errors. The data obtained clearly showed that the blind children began to use personal reference terms as early as the sighted children, and that the use of reversals was not a general characteristic of the language of the blind children, since only one of the four blind or partially sighted children produced a noticeable percentage of reversals. The analysis of the contexts in which reversal errors were produced showed that imitation does not fully explain them, and some proposals for a multiplex explanation of reversals are offered. Thus, the data do not give support to the idea that blind children in general show problems with pronouns, nor to those claims that link blind children with autistic children in this regard.

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.

scholarly journals Participatory accessibility: Creating audio description with blind and non-blind children

2018 ◽  
Vol 1 (1) ◽  
pp. 155-169
Author(s):  
Elena Di Giovanni
Keyword(s):  
End Users ◽  
Research And Practice ◽  
Audio Description ◽  
Blind Children ◽  
Potential Benefits ◽  
Partially Sighted

This article focuses on participatory accessibility by providing a definition, several theoretical insights and practical examples. By reporting on an inclusive and participatory experience carried out with blind, partially sighted and non-blind children in the drafting, recording and using audio description (AD) for a live opera performance, the aim is to bring into the spotlight the potential benefits of making accessibility a collective, open enterprise where end-users and creators are one. The article also advocates for the participatory turn in media accessibility research and practice.

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.

Differences between Blind and Sighted Children on WISC Verbal Subtests

1976 ◽  
Vol 70 (6) ◽  
pp. 240-246 ◽  
Author(s):  
B.W.G.M. Smits ◽  
M.J.C. Mommers
Keyword(s):  
Digit Span ◽  
Blind Children ◽  
Partially Sighted

Scores of blind and partially sighted children on verbal WISC scales were compared with those of sighted children in an attempt to discover whether the factor structures of the two groups corresponded. Score differences were caused mainly by the Comprehension and Digit Span subtests, blind and partially sighted children scoring lower than sighted children on the former, but higher on the latter. Intercorrelations among subtest scores were substantially stronger for blind children, with the exception of Digit Span. For sighted children, subtest scores were much more scattered, though scores on Information and Vocabulary, and Arithmetic and Digit Span, fell relatively close together.

On the Stability of Stereotyped Behaviors in Blind Infants and Preschoolers

1992 ◽  
Vol 86 (2) ◽  
pp. 105-110 ◽  
Author(s):  
M. Brambring ◽  
H. Tröster
Keyword(s):  
Frequency Of Occurrence ◽  
Stereotyped Behaviors ◽  
Blind Children ◽  
The Stability ◽  
Short Time ◽  
Partially Sighted

Parents of blind and partially sighted infants and preschoolers were surveyed at two points in time to determine the frequency of occurrence and stability of the children's stereotyped behaviors and the conditions that elicited the behaviors. The stereotyped behaviors that are frequently observed in blind children proved to be stable, while less frequently observed stereotyped behaviors generally remained in the children's repertoire only for a short time. The age of the child and the frequency of the occurrence of stereotyped behaviors proved to be relevant criteria for predicting whether stereotyped behaviors would stabilize.

Teaching Children with Low Vision

1964 ◽  
Vol 58 (10) ◽  
pp. 323-326
Author(s):  
Natalie Carter Barraga
Keyword(s):  
Low Vision ◽  
Short Term ◽  
Blind Children ◽  
Partially Sighted

The partially sighted children who took part in this experiment had, up to this point, been educated as though they had no vision. This experiment indicated that in a specialized, short-term setting, such children could be helped to more fully utilize their remaining vision than they are in the usual setting for blind children.

Do Sighted People Respond to Different Levels of Visual Loss?

1979 ◽  
Vol 73 (5) ◽  
pp. 185-190
Author(s):  
Saul Feinman
Keyword(s):  
Life Experiences ◽  
Stimulus Person ◽  
Extensive Literature ◽  
Blind People ◽  
Random Samples ◽  
The Disabled ◽  
Western City ◽  
Partially Sighted ◽  
Disability Attitudes ◽  
Different Levels

Although an extensive literature has developed from the investigation of the attitudes of the sighted toward the blind, and of the nondisabled toward the disabled, little emphasis has been placed on differences in attitudes towards subtypes of blind people. Partially sighted and totally blind people vary significantly in life experiences and abilities. In this study, eight random samples of respondents from a small Western city were presented with questionnaires which requested that they evaluate the characteristics of a stimulus person who varied by sightedness (blind, totally sightless, partially sighted, sighted), and age (35 or 65 years). Respondents gave higher expectations to sighted than partially sighted persons, and higher to partially sighted than to totally sightless persons. The older stimulus person was given lower expectations. Age of respondent affected expectations for persons of all sightedness categories. Respondents did not distinguish between the term “blind” and the specified blindness conditions of partially sighted and totally sightless. These results were discussed within the context of other research on disability attitudes and attitudes toward racial and ethnic minorities.

On Connotative Meaning of Emotional Terms to the Blind: A Contribution to the Study of the Phenomenology of Emotion

1975 ◽  
Vol 41 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Netta Kohn Dershowitz
Keyword(s):  
Life Experiences ◽  
Emotional Experience ◽  
Semantic Differential ◽  
Emotional States ◽  
Emotional Experiences ◽  
Connotative Meaning ◽  
Blind Children ◽  
Congenitally Blind ◽  
The Mean ◽  
High Degree

The present study was aimed toward ascertaining whether the hypothesis that emotional experience is universal and relatively independent of learning is tenable. Two groups of Ss, 25 totally and congenitally blind children and 35 normal college adults (representing groups with widely different life experiences) rated the emotions PRIDE, SADNESS, and ANGER on 15 scales of the semantic differential. The latter were used as the index of emotional states on the assumption that these verbal ratings may be considered as reflecting the inner phenomenological experiences. In accord with the hypothesis there was a high degree of correspondence between the ratings of the two groups, which, it is contended, may be seen as reflecting highly similar emotional experiences. Of 59 t tests comparing the mean ratings of the groups, only three—a chance number—differed significantly, with the differences being of degree only, i.e., both lay on the same side of the mean.

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