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.

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.

scholarly journals School maturity of pre-school age visually impaired children

2015 ◽  
Vol 3 ◽  
pp. 33
Author(s):  
Vytautas Gudonis
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
School Education ◽  
School Age ◽  
Visual Motor Coordination ◽  
Number Of Children ◽  
Hyperactive Children ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

Developmental Assessment of Handicapped Infants and Young Children: With Special Attention to the Visually Impaired

1975 ◽  
Vol 69 (8) ◽  
pp. 341-364 ◽  
Author(s):  
Joan B. Chase
Keyword(s):  
Young Children ◽  
Visually Impaired ◽  
Handicapped Child ◽  
Developmental Assessment ◽  
Handicapped Children ◽  
Assessment Measures ◽  
Infants And Young Children ◽  
Developmental Assessments

To effectively plan for services for young handicapped children, early objective developmental assessments are necessary. Although caution must be exercised in their use, assessment measures for infants can help to prevent, ameliorate, or uncover the difficulties that the handicapped child might face. By using a battery of assessments, a profile of the child's abilities, strengths, weaknesses, and disabilities is yielded.

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.

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.

The Use of Video to Facilitate Visual Attention in Preschool Children

1992 ◽  
Vol 86 (1) ◽  
pp. 72-73 ◽  
Author(s):  
D. Blanksby
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Visual Attention ◽  
Visually Impaired ◽  
Visual Stimulation ◽  
Functional Vision ◽  
Impaired Children ◽  
Visually Impaired Children

Sixteen visually impaired children aged 2–6 were exposed to a specially prepared visual stimulation video, and their visual attention was rated quantitatively and qualitatively. The results suggest that this technique could be useful in stimulating functional vision in young children.

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.

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