APPLYING 3D TECHNOLOGY TO CREATE TACTILE BOOKS FOR CHILDREN WITH VISUAL IMPAIRMENTS

2018 ◽  
pp. 46-48
Author(s):  
A. V. Radionova ◽  
Ya. V. Padchina
Keyword(s):  
3D Printing ◽  
Visually Impaired ◽  
Picture Book ◽  
Visual Impairments ◽  
3D Models ◽  
Tactile Perception ◽  
Blind And Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article describes the experience of making tactile picture book for blind and visually impaired children using 3D printing. 3D models for the tactile book should be made with allowance for tactile perception and should be printable. The article describes the result of the student's project.

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.

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.

Current Practices in the Preparation of Teachers for Children with Visual Impairments and Blindness

1992 ◽  
Vol 86 (6) ◽  
pp. 241-245 ◽  
Author(s):  
D.N. Head ◽  
V.E. Bishop
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
National Standards ◽  
Funding Sources ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments ◽  
Current Practices

This article reports on a survey of programs at 20 out of 28 universities-colleges to determine their strategies for preparing teachers of visually impaired children. Information was obtained on the program's faculty, students, funding sources, courses, practicum placements, interest in national standards, and innovative programs.

scholarly journals DIFFERENCES IN TACTILE PERCEPTION IN CHILDREN WITH AND WITHOUT VISUAL IMPAIRMENT

2018 ◽  
Vol 8 (2) ◽  
pp. 65-70
Author(s):  
Dženana Radžo Alibegović ◽  
◽  
Amela Teskeredžića ◽  
Aldijana Kudumović ◽  
◽  
...  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Tactile Perception ◽  
Children And Youth ◽  
Blind And Visually Impaired ◽  
Significant Difference ◽  
Individual Variables ◽  
The Individual ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the differences in tactile perception in children with and without visual impairment. The study covered 30 examinees with visual impairment and 30 subjects without visual impairment aged 7-13, both sexes. The research was conducted in the "First Elementary School" ("Prva osnovna škola") in Zavidovići and the "Centre for Blind and Visually Impaired Children and Youth" Nedžarići - Sarajevo. The results of the study showed that children with visual impairment have a better developed tactile perception in their entirety, compared to children with no visual impairment, and that there is a statistically significant difference in the individual variables of tactile perception: " Two-Point Discrimination" (right), " Two-Point Discrimination R "(left) and" Stereognosis "(left).

Guidelines for Integrating Young Children with Visual Impairments in General Educational Settings

1991 ◽  
Vol 85 (6) ◽  
pp. 253-260 ◽  
Author(s):  
E.J. Erwin
Keyword(s):  
Visually Impaired ◽  
Best Practice ◽  
Visual Impairments ◽  
Early Childhood Special Education ◽  
Educational Settings ◽  
Practical Guidelines ◽  
Age Appropriate ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

To achieve success in educating visually impaired children in general educational settings, best-practice initiatives should be established before implementation occurs. This article examines the literature on early childhood special education and education of children with visual impairments to suggest practical guidelines for integrating youngsters who are blind or visually impaired with their age-appropriate peers.

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.

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