A View of Education of Visually Impaired Persons in the Philippines

1989 ◽  
Vol 83 (1) ◽  
pp. 57-58
Author(s):  
M.J.C. Esteras
Keyword(s):  
Special Education ◽  
Visually Impaired ◽  
The Philippines ◽  
School Administrator ◽  
Blind And Visually Impaired ◽  
Visually Impaired Persons ◽  
Impaired Children ◽  
Visually Impaired Children

From the viewpoint of a school administrator the author discusses programs and policies of special education in the Philippines, outlining the Bureau of Elementary Education's role in developing services to blind and visually impaired children.

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.

Influence of Musical Experience of Blind and Visually Impaired Young Persons on Performance in Selected Auditory Tasks

2015 ◽  
Vol 40 (3) ◽  
pp. 337-349 ◽  
Author(s):  
Edyta Bogusz-Witczak ◽  
Ewa Skrodzka ◽  
Hanna Turkowska
Keyword(s):  
Visually Impaired ◽  
Auditory Memory ◽  
Musical Experience ◽  
Sound Perception ◽  
Blind And Visually Impaired ◽  
Auditory Tasks ◽  
Visually Impaired Persons ◽  
The Impact ◽  
Impaired Children ◽  
Visually Impaired Children

AbstractThe impact of musical experience on results concerning sound perception in selected auditory tasks, such as pitch discrimination, pitch-timbre categorization and pitch memorization for blind and visually impaired children and teenagers is discussed. Subjects were divided into three groups: of those with no experience of music, with small musical experience and with substantial musical experience. The blind and visually impaired subjects were investigated, while sighted persons formed reference groups. To date no study has described impact of musical experience on results of such experiments for blind and visually impaired children and teenagers. Our results suggest that blind persons with musical experience may be more sensitive to frequency differences and differences in timbre between two signals as well as may have better short-term auditory memory than blind people with no musical experience. Musical experience of visually impaired persons does not necessary lead to better performance in all conducted auditory tasks.

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.

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.

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.

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.

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