Short-Term Placements: A Crucial Role for Residential Schools

1993 ◽  
Vol 87 (6) ◽  
pp. 193-198
Author(s):  
P.A. MacCuspie ◽  
D. Harmer ◽  
J. McConnell ◽  
J. Fricker ◽  
J. Johnson
Keyword(s):  
Crucial Role ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Residential Schools ◽  
Residential School ◽  
Short Term ◽  
Local Schools ◽  
Viable Solution ◽  
Regular Classrooms ◽  
Children With Visual Impairments

Short-term placements of children with visual impairments in residential schools for the visually impaired are a viable solution to the difficulties these children experience in regular classrooms in their local schools. This article discusses the duration, goals, implementation, and evaluation of these placements, as well as administrative considerations and factors that are critical for their success, and describes the programs at a residential school in Atlantic Canada.

Teachers’ Perspectives on Selecting Literacy Media for Children with Visual Impairments

1997 ◽  
Vol 91 (6) ◽  
pp. 539-545 ◽  
Author(s):  
C.J. Craig ◽  
L. DePriest ◽  
K. Harnack
Keyword(s):  
School District ◽  
Social Factors ◽  
Visual Impairments ◽  
Residential School ◽  
Public School District ◽  
Related Factors ◽  
Ability Levels ◽  
Primary Literacy ◽  
Teachers Perspectives ◽  
Children With Visual Impairments

Teachers from a residential school and a public school district that serve children with visual impairments read scenarios of five children with various eye conditions and ability levels, chose a primary literacy medium for each child, and presented rationales for their decisions. Although all the teachers cited child-related factors more than mechanical or social factors, the two groups of teachers differed in the weight they placed on different subcategories of these factors and their attitudes toward the use of braille.

The Effects of Trained Peer Tutors on the Physical Education of Children who are Visually Impaired

2007 ◽  
Vol 101 (6) ◽  
pp. 339-350 ◽  
Author(s):  
Brian Wiskochil ◽  
Lauren J. Lieberman ◽  
Cathy Houston-Wilson ◽  
Susan Petersen
Keyword(s):  
Physical Education ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Academic Learning ◽  
Peer Tutors ◽  
Learning Time ◽  
Academic Learning Time ◽  
Children With Visual Impairments

This study examined the effect of trained peer tutors on the academic learning time–physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

Perceived and Actual Mathematical Competencies of Children with Visual Impairments and Learning Disabilities

1994 ◽  
Vol 74 (1) ◽  
pp. 238-238 ◽  
Author(s):  
Rodney W. Woods ◽  
Jimmy D. Lindsey
Keyword(s):  
Learning Disabilities ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Learning Disabled ◽  
Mathematical Competencies ◽  
Children With Visual Impairments

This study compared 5 visually impaired learning disabled children's perceived and actual mathematical competencies. Analysis indicated that their competencies were significantly different.

A Direct Service Program for Mainstreamed Students by a Residential School

1992 ◽  
Vol 86 (2) ◽  
pp. 101-104 ◽  
Author(s):  
P.J. Cronin
Keyword(s):  
Education Program ◽  
Regular Education ◽  
Residential Schools ◽  
Residential School ◽  
Teaching Skills ◽  
Service Program ◽  
Direct Service ◽  
Wide Range ◽  
Mainstreamed Students ◽  
Children With Visual Impairments

Residential schools are appropriately placed to provide a wide range of direct services to mainstreamed children with visual impairments. One of these services can be occasional withdrawal to the residential school for teaching skills that are unique to visual impairment, but that are not specifically included in the regular education program.

Emotional Status and Development in Children who are Visually Impaired

2005 ◽  
Vol 99 (8) ◽  
pp. 478-485 ◽  
Author(s):  
Michal Ophir-Cohen ◽  
Eyal Ashkenazy ◽  
Ayala Cohen ◽  
Emanuel Tirosh
Keyword(s):  
Personal Development ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Receptive Language ◽  
Emotional Status ◽  
Behavioral Deficits ◽  
Behavioral Deficit ◽  
Visual Motor ◽  
Emotional Deficits ◽  
Children With Visual Impairments

This study examined the developmental attainments of children with visual impairments, aged 6–59 months, with and without emotional deficits, behavioral deficits, or both. It found that an emotional or behavioral deficit was significantly related to gross motor and visual motor integration, expressive and receptive language, and social or personal development, and that there was an interaction between the effect of the mother's education and the child's age on the child's perception of language.

Do Mothers Interact Differently with Children who are Visually Impaired?

1996 ◽  
Vol 90 (6) ◽  
pp. 501-511 ◽  
Author(s):  
D.D. Behl ◽  
J.F. Akers ◽  
G.C. Boyce ◽  
M.J. Taylor
Keyword(s):  
Young Children ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Free Play ◽  
Chronological Age ◽  
Developmental Age ◽  
Interaction Behaviors ◽  
Children With Visual Impairments

This study compared the interaction behaviors of mothers of young children with visual impairments to those of mothers of mildly delayed children with normal sight in a free-play setting using videotapes of mother-child dyads. The children were matched according to chronological age, as well as developmental age. It was found that the mothers of children with visual impairments were more physically involved with their children, used more controlling strategies, and spoke more to them than did the mothers of fully sighted children.

The Development of Social Understanding in Children with Visual Impairments

1995 ◽  
Vol 89 (4) ◽  
pp. 349-358 ◽  
Author(s):  
L.M. McAlpine ◽  
C.L. Moore
Keyword(s):  
Visually Impaired ◽  
Vision Loss ◽  
Visual Impairments ◽  
False Belief ◽  
Social Understanding ◽  
Central Aspect ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

This article reports on the performance of 16 visually impaired children, aged 4–12, on tasks designed to assess their understanding of false belief, a central aspect of social understanding. The study found that the development of understanding of another's false belief is delayed in children with severe visual impairments and that the degree of vision loss seems to be a key variable in that development.

scholarly journals Attraction to Physical Activity for Youth Who are BVI/DHH at a Residential School

2012 ◽  
Vol 10 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Stefan Ward ◽  
Charles Farnsworth ◽  
Megan Babkes-Stellino ◽  
Jamis Perrett
Keyword(s):  
Physical Activity ◽  
Visually Impaired ◽  
Residential Schools ◽  
Residential School ◽  
Structured Interviews ◽  
Budget Cuts ◽  
Physically Active ◽  
Parental Encouragement ◽  
Low Incidence ◽  
Minimal Research

Youth who are blind or visually impaired (BVI) and youth who are deaf or hard of hearing (DHH) often have low participation in sport and regular physical activity. Minimal research has sought to explore the variables associated with relatively low involvement in sport and physical activity among youth with BVI and/or DHH at residential schools. Financial situations and budget cuts have forced many states to combine residential schools for low incidence disabilities such as BVI & DHH. The purpose of the present study was to investigate the nature of attraction to physical activity for those attending a residential school for DHH and BVI. Semi-structured interviews were conducted with 11 school residents (n = 5 blind; 3 male, 2 female and n = 6 deaf; 4 male, 2 female) who ranged in age from 10-18 years. Deductive content analyses revealed a number of meaningful themes in each category for both disability groups. Findings suggest that both hearing and visually impaired youth enjoyed physical activity and valued health benefits. However, this desire did not translate into being physically active. Youth suggested barriers for this including low parental encouragement for sport and physical activity and some social exclusion from non-disabled peers in game settings.

Use of the HOME Inventory with Families of Young Visually Impaired Children

1994 ◽  
Vol 88 (2) ◽  
pp. 140-151 ◽  
Author(s):  
S.L. Rock ◽  
D.N. Head ◽  
R.H. Bradley ◽  
L. Whiteside ◽  
J. Brisby
Keyword(s):  
Early Childhood ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The study reported here examined the usefulness of the Infant-Toddler and the Early Childhood forms of the HOME Inventory as applied to children who are visually impaired. The results indicated that families of children with visual impairments scored about the same as did families in the norm groups.

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