Assessing the Visually Impaired Child: A School Psychology View

1980 ◽  
Vol 74 (9) ◽  
pp. 344-350 ◽  
Author(s):  
Judy L. Genshaft ◽  
Nancy L. Dare ◽  
Patricia L. O'malley
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Clinical Judgment ◽  
Cognitive Abilities ◽  
Visually Impaired ◽  
Assessment Instruments ◽  
The Public ◽  
Assessment Techniques ◽  
Visually Handicapped ◽  
Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

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.

Creative Movement Classes for Visually Handicapped Children in a Public School Setting

1973 ◽  
Vol 67 (10) ◽  
pp. 442-447
Author(s):  
Rose Resnick
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
School Setting ◽  
Self Concept ◽  
Handicapped Children ◽  
Creative Movement ◽  
The Public ◽  
Visually Handicapped

The creative movement class was begun to provide visually handicapped children in the public schools with an appropriate physical education program. The emphasis was on the development of motor skills, posture, orientation, balance, and self-concept. Sample lessons describing the exercises and activities of the class are given, along with a summary of some of the special techniques that were found to be useful.

Characteristics of Hearing-Impaired Children in the Public Schools

1981 ◽  
Vol 46 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Neil T. Shepard ◽  
Michael P. Gorga ◽  
Julia M. Davis ◽  
Patricia G. Stelmachowicz
Keyword(s):  
Hearing Loss ◽  
Public Schools ◽  
Hearing Aids ◽  
Demographic Data ◽  
Hearing Impaired ◽  
Educational Placement ◽  
The Public ◽  
Classroom Placement ◽  
Impaired Children ◽  
Hearing Impaired Children

Survey questionnaires eliciting incidence information about degree and type of hearing loss, educational placement, use of amplification, and other demographic data were completed by audiologists in 13 of the 15 Area Education Agencies in Iowa in an attempt to describe the characteristics of hearing-impaired children in public-school settings. The information revealed patterns of hearing loss related to age and sex, use of hearing aids, and classroom placement that may be useful in planning support services for this population.

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 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.

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.

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.

Availability of Orientation and Mobility Services in Public Schools

1978 ◽  
Vol 72 (5) ◽  
pp. 173-176
Author(s):  
Tom E. C. Smith ◽  
Larry R. Dickerson ◽  
Jim S. Liska
Keyword(s):  
Public Schools ◽  
Public Law ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
The Public ◽  
Departments Of Education ◽  
Orientation And Mobility ◽  
The Status ◽  
Mobility Training ◽  
Visually Handicapped

Public Law 94-142 and Section 504 of the Rehabilitation Act of 1973 require that appropriate educational services be provided to all handicapped children. For some visually handicapped students, this includes orientation and mobility training. This study surveyed the 50 State Departments of Education on the status of orientation and mobility, services in the public schools. Findings revealed that, although some states have orientation and mobility services in public schools, a large gap exists between these services and services needed to fully meet the mandate.

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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