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.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

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.

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.

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.

Forced-Choice Preferential Looking and Visual Evoked Potential Acuities of Visually Impaired Children

1992 ◽  
Vol 86 (1) ◽  
pp. 21-24 ◽  
Author(s):  
M.C. Bane ◽  
E.E. Birch
Keyword(s):  
Steady State ◽  
Success Rate ◽  
Visually Impaired ◽  
Visual Evoked Potential ◽  
Evoked Potential ◽  
Forced Choice ◽  
Preferential Looking ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Visual Evoked

In the authors’ previous study, the success rate for forced-choice preferential looking (FPL) with preverbal visually impaired children was higher than that with pattern visual evoked potential (VEP). The current study sought to increase the VEP success rate and to improve agreement between the FPL and the VEP acuity estimates using horizontal-bar stimuli for children with nystagmus and steady-state presentation for those without nystagmus.

Togetherness, beyond the eyes: A systematic review on the interaction between visually impaired children and their parents

2021 ◽  
Vol 64 ◽  
pp. 101590
Author(s):  
Serena Grumi ◽  
Giulia Cappagli ◽  
Giorgia Aprile ◽  
Eleonora Mascherpa ◽  
Monica Gori ◽  
...  
Keyword(s):  
Systematic Review ◽  
Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children
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