The Current System of Education for Visually Impaired Children in the USSR and Plans for Improvement

1989 ◽  
Vol 83 (1) ◽  
pp. 31-33
Author(s):  
V.A. Feoktistova
Keyword(s):  
Soviet Union ◽  
Visually Impaired ◽  
Current System ◽  
Educational Programs ◽  
Blind And Visually Impaired ◽  
Current Trends ◽  
The Soviet Union ◽  
History Of ◽  
Impaired Children ◽  
Visually Impaired Children

The author reviews both the history of the blindness field in the Soviet Union and current trends and programs with emphasis on the development of educational programs for blind and visually impaired children. Psychosocial and employment issues are also addressed.

Educating Blind and Visually Impaired Children in Western Australia

1989 ◽  
Vol 83 (1) ◽  
pp. 51-53
Author(s):  
M. Douglas
Keyword(s):  
Western Australia ◽  
Visually Impaired ◽  
The State ◽  
Integrated Education ◽  
Blind And Visually Impaired ◽  
Equal Education ◽  
Visually Impaired People ◽  
History Of ◽  
Impaired Children ◽  
Visually Impaired Children

The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

MORE TEACHERS OF BRAILLE NEEDED

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A123-A123
Author(s):  
Student
Keyword(s):  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Severe Shortage ◽  
Visually Impaired Children

[There is] a severe shortage of teachers certified to instruct blind and visually impaired children. Increasing the number of teachers is one way to improve the braille skills of blind youngsters.

scholarly journals Autistic-Like Features in Visually Impaired Children: A Review of Literature and Directions for Future Research

2020 ◽  
Vol 10 (8) ◽  
pp. 507 ◽  
Author(s):  
Anna Molinaro ◽  
Serena Micheletti ◽  
Andrea Rossi ◽  
Filippo Gitti ◽  
Jessica Galli ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Autism Spectrum ◽  
Future Research ◽  
Clinical Impression ◽  
Blind And Visually Impaired ◽  
Current State ◽  
High Prevalence ◽  
The Relationship ◽  
Impaired Children ◽  
Visually Impaired Children

There remains great interest in understanding the relationship between visual impairment (VI) and autism spectrum disorder (ASD) due to the extraordinarily high prevalence of ASD in blind and visually impaired children. The broad variability across individuals and assessment methodologies have made it difficult to understand whether autistic-like symptoms shown by some children with VI might reflect the influence of the visual deficit, or represent a primary neurodevelopmental condition that occurs independently of the VI itself. In the absence of a valid methodology adapted for the visually impaired population, diagnosis of ASD in children with VI is often based on non-objective clinical impression, with inconclusive prevalence data. In this review, we discuss the current state of knowledge and suggest directions for future research.

Revision and Validation of a Test for Assessing the Spatial Conceptual Abilities of Visually Impaired Children

1980 ◽  
Vol 74 (10) ◽  
pp. 373-380 ◽  
Author(s):  
Everett W. Hill ◽  
Mary-maureen Hill
Keyword(s):  
Visually Impaired ◽  
Normative Data ◽  
Body Position ◽  
Age Groups ◽  
Educational Programs ◽  
Discriminatory Power ◽  
Validity And Reliability ◽  
Spatial Concepts ◽  
Impaired Children ◽  
Visually Impaired Children

The purpose of the investigation described in this article was to revise Hill's test for assessing the development of spatial concepts among visually impaired children, “Concepts Involved in Body Position and Space,” establish the test's validity and reliability, and collect normative data. Orientation and mobility specialists administered the revised instrument to 273 visually impaired children ages 6 through 10 from 48 different educational programs in 23 states. Normative data were then collected in the form of percentiles by age; percentage passing each item by age and by reading modes; and indexes for the difficulty and discriminatory power of each item as well as the proportion of correct answers. According to the results, the revised instrument is valid and reliable enough to use with visually impaired children in the age groups studied.

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.

Services to Blind and Visually Impaired Children and Adults: Who is Responsible?

1987 ◽  
Vol 81 (8) ◽  
pp. 368-376 ◽  
Author(s):  
R.L. Harrell ◽  
S.A. Curry
Keyword(s):  
Visually Impaired ◽  
Quality Education ◽  
Disabled People ◽  
Federal Level ◽  
Rehabilitation Programs ◽  
Blind And Visually Impaired ◽  
Visually Impaired Persons ◽  
Impaired Children ◽  
Acting In Concert ◽  
Visually Impaired Children

Quality education and rehabilitation programs for blind and visually impaired individuals may be threatened by the philosophy of service to disabled people currently prevailing at the federal level. This philosophy would treat blind and visually impaired persons as though their needs were the same as those of other handicapped persons. In fact, sometimes the needs coincide; sometimes they do not. Proper service delivery can be ensured only by understanding this philosophy, becoming aware of its subtle and overt impact on programs for people with visual impairments, and acting in concert with others who have similar concerns.

Integration of Blind and Visually Impaired Children: The Philosophy

1989 ◽  
Vol 83 (1) ◽  
pp. 54-56
Author(s):  
P. Eguren Saez
Keyword(s):  
Visually Impaired ◽  
Disabled Children ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children

The author examines integration of disabled children into society as a way of achieving a far-reaching goal—mainstreaming— whereby the differences inherent to each individual are considered by society as something normal, and taken for granted as part of the human variety underlying the various communities and groupings that compose society.

Sign in / Sign up

Export Citation Format

Share Document