Swallow, R-M. and Huebner, K.M. (Eds.), How to thrive, not just survive: a guide to developing independent life skills for blind and visually impaired children and youths, American Foundation for the Blind, 1987, 93pp, $9.00 (plus $2.50 postage and handling charge), ISBN 0 89128 148 7

1988 ◽  
Vol 6 (2) ◽  
pp. 72-72
Author(s):  
Steve McCall
Keyword(s):  
Life Skills ◽  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Independent Life ◽  
American Foundation ◽  
Impaired Children ◽  
Visually Impaired Children

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.

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.

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