The Home Environments of Young Blind Children

1994 ◽  
Vol 88 (1) ◽  
pp. 31-42 ◽  
Author(s):  
J. Dote-Kwan ◽  
M. Hughes
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Home Environment ◽  
Positive Relationship ◽  
Visual Impairments ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Home Environments ◽  
Blind Children ◽  
Children With Visual Impairments

The aim of this study was to identify specific aspects of the home environment related to the development of young children with visual impairments. The subjects of the study were 18 mothers and their legally blind children, aged 20–36 months, with no other handicapping conditions. The overall home environments were found to be consistently favorable, despite the differences in the parents’ socioeconomic status. However, they were not significantly related to any developmental scores except for the positive relationship between the emotional and verbal responsiveness of some mothers and the expressive pragmatic language abilities of their children.

Essential Experiences to Undergird the Early Development of Literacy

1997 ◽  
Vol 91 (1) ◽  
pp. 14-24 ◽  
Author(s):  
A.J. Koenig ◽  
C. Farrenkopf
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Early Development ◽  
Early Life ◽  
Life Experiences ◽  
Visual Impairments ◽  
Literacy Events ◽  
Children With Visual Impairments

This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.

Blind and Sighted Children's Spatial Knowledge of Their Home Environments

1996 ◽  
Vol 19 (4) ◽  
pp. 797-816 ◽  
Author(s):  
Ann E. Bigelow
Keyword(s):  
Home Environment ◽  
Visually Impaired ◽  
Spatial Knowledge ◽  
School Age Children ◽  
School Age ◽  
Home Environments ◽  
Visual Ability ◽  
Spatial Understanding ◽  
Straight Line ◽  
Blind Children

The development of spatial knowledge of the home environment was longitudinally studied in three groups of school-age children who varied in their visual ability: totally blind, visually impaired, and normally sighted. The children were asked to judge which of three locations in their homes was the closest to a designated position: (1) judging by the routes necessary to get to the locations; and (2) judging by straight-line distances to the locations. Locations were either on the same floor as the designed position, on a different floor, or in the yard. Totally blind children were delayed in mastery of the tasks compared to the other children, particularly in judging straight-line distances between familiar locations. Their mistakes suggest that their spatial understanding of their home environments is based on their knowledge of routes between places rather than on their knowledge of the overall layout of the familiar space.

scholarly journals PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Umar Sidiq ◽  
Nurul Aini
Keyword(s):  
Special Needs ◽  
Educational Institution ◽  
Visual Impairments ◽  
Children With Special Needs ◽  
Normal Children ◽  
Endogenous Factors ◽  
Blind Children ◽  
Physical Disorders ◽  
Exogenous Factors ◽  
Children With Visual Impairments

Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

Adaptations for young children with visual impairments in regular settings

1996 ◽  
Vol 23 (4) ◽  
pp. 231-233
Author(s):  
Phyllis K. Mayfield ◽  
Katherine M. McCormick ◽  
Martha J. Cook
Keyword(s):  
Young Children ◽  
Visual Impairments ◽  
Children With Visual Impairments

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.

A multi-disciplinary model for young children with visual impairments

2005 ◽  
Vol 1282 ◽  
pp. 184-186
Author(s):  
Paula Korelitz ◽  
Mary Jo Ference ◽  
Rosemary Blaszkiewicz
Keyword(s):  
Young Children ◽  
Visual Impairments ◽  
Children With Visual Impairments
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