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.

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.

Preschool Visually Impaired Children: A Demographic Study

1991 ◽  
Vol 85 (2) ◽  
pp. 69-74 ◽  
Author(s):  
V.E. Bishop
Keyword(s):  
Young Children ◽  
Visually Impaired ◽  
Demographic Factors ◽  
Handicapped Children ◽  
Number Of Children ◽  
Demographic Study ◽  
Intervention Services ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Infants And Young Children

Intervention services for preschool visually impaired children are known to be critical, but identification and referral must occur before services can be provided. With the passage of P.L. 99-457, services are now mandatory for handicapped children from birth. This study examined a number of demographic factors related to the population of handicapped preschoolers who are visually impaired. Among the data collected were the number of children, their visual diagnoses, the source of referral, the types of services provided, the certification of teachers, and how P.L. 99-457 is perceived to be related to visually impaired infants and young children.

Screening Severely Handicapped Children: The Developmental Activities Screening Inventory

AAESPH Review ◽  
1976 ◽  
Vol 1 (8) ◽  
pp. 16-18 ◽  
Author(s):  
Rebecca F. DuBose
Keyword(s):  
Visually Impaired ◽  
Educational Goals ◽  
Developmental Level ◽  
Handicapped Children ◽  
Severely Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children

The Developmental Activities Screening Inventory (DASI) is introduced as a viable means for determining the developmental level of children functioning between the ages of 6 and 60 months. The nonverbal test includes adaptations for visually impaired children. Thus, it is useful in screening normally functioning and severely handicapped children for the purpose of planning further assessment and interim educational goals. The inclusion of procedures for teaching the skills included facilitates immediate follow-through in the classroom.

Efficacy of Low Vision Services for Visually Impaired Children

1991 ◽  
Vol 85 (1) ◽  
pp. 20-22 ◽  
Author(s):  
H.W. Hofstetter
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Low Vision Aids ◽  
Impaired Children ◽  
Visually Impaired Children

Though it is known that visually impaired children can be helped by low vision aids, little research has been done on the use of such aids by children. In this study of 137 children, subjects were screened for visual capacity. Where appropriate, recommendations were made that they be examined further, in most cases by low vision specialists and in others by general optometrists. Follow-up was made on many of the children who received aids as a result of these examinations to determine whether the aids were being used effectively.

Equalizing Opportunities for Blind and Visually Impaired Children around the World

1989 ◽  
Vol 83 (1) ◽  
pp. 5-7
Author(s):  
W.G. Brohier
Keyword(s):  
Special Education ◽  
Visually Impaired ◽  
Education Programs ◽  
International Partnerships ◽  
International Council ◽  
Blind And Visually Impaired ◽  
The World ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children

The need for increased special education programs worldwide, better data, more emphasis on prevention, and international partnerships are discussed. Roles that the International Council on Education of the Visually Handicapped (ICEVH) can play are also described.

The Educational Placement of Visually Impaired Children

1989 ◽  
Vol 83 (10) ◽  
pp. 512-517 ◽  
Author(s):  
R.K. Harley ◽  
M. Garcia ◽  
M.F. Williams
Keyword(s):  
Visually Impaired ◽  
Day School ◽  
Educational Placement ◽  
Related Factors ◽  
Handicapped Children ◽  
School Programs ◽  
Widespread Acceptance ◽  
Impaired Children ◽  
Visually Impaired Children

The purpose of this study was to examine the educational placement of visually impaired children and related factors that might be helpful in the development of placement procedures for day school programs. The widespread acceptance of multiply handicapped children in day school programs appears to be affecting educational placement and related factors.

Developing Writing and Word Processing Skills with Visually Impaired Children: A Beginning

1985 ◽  
Vol 79 (7) ◽  
pp. 308-312 ◽  
Author(s):  
Alan J. Koenig ◽  
Catherine G. Mack ◽  
William A. Schenk ◽  
S.C. Ashcroft
Keyword(s):  
Preservice Teachers ◽  
Conceptual Framework ◽  
Visually Impaired ◽  
Word Processing ◽  
Processing System ◽  
Joint Project ◽  
Project Site ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children

The Apple Education Foundation awarded a two-year joint project to Peabody College for Teachers and Tennessee School for the Blind (TSB) for the purpose of studying the development of word processing skills by visually handicapped students. Apple IIe microcomputers, printers, software, and specialized technological aids are now being used by students and teachers at TSB and by preservice teachers at Peabody College. This article discusses the project's conceptual framework, activities at the project site, and a module developed to introduce students to the Braille–Edit word processing system.

scholarly journals Concept Development and level of Social Maturity of Visually Handicapped Children in Integrated and Residential Settings

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Poonam Pandey
Keyword(s):  
Visually Impaired ◽  
School Setting ◽  
Sampling Technique ◽  
Concept Development ◽  
Educational Setting ◽  
Integrated Education ◽  
Social Maturity ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children

The present study aimed to investigate the level of social maturity and concept development of visually impaired children in residential and integrated educational settings. For this purpose 40 visually impaired children, 20 from residential educational setting and 20 from integrated educational setting were selected through purposive sampling technique from Uttarakhand, Uttara Prdesh, Hariyana, Gujrat and Delhi. For measuring level of social maturity and concept development, Vineland Social Maturity Scale (Indian adaption by A.J. Malin) and M.N.G. Mani’s concept development test were administered. 2 test, mean and percentage techniques were used to analyze the obtained data. The result reveals that in residential school setting children are more socially mature in comparison to integrated educational setting. The cumulative average performance score from all the 200 concepts reveal that residential education is more effective in comparison to integrated education for visually impaired children.

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