Nancy Sall and Harvey H. Mar
Abstract: This case study describes the inclusive education program of a student with deaf-blindness on the basis of extensive classroom observations and interviews with parents, teachers, administrators, and peers. Critical factors associated with the program's success included direct administrative involvement, teachers' and peers' problem-solving skills, adaptation of materials and school activities, effective teaming, consideration of the physical environment, and adoption of attitudes that support inclusion.
Abstract: This study of the reading performance of 9-year-old sighted and visually impaired readers in Sweden revealed that the two groups of students were in a more equivalent environment in school than at home. The greatest differences between the two groups were found in their statements about their interactions with family members at home, particularly for readers with specific reading media, such as braille and closed-circuit televisions. In addition, readers with severe low vision had less knowledge about letters and words when they started school and were an at-risk group among young readers with visual impairments.
Abstract: This article describes the use of activity boxes with young children in the United Kingdom who are blind, deaf-blind, or have severe learning disabilities and visual impairments. It then discusses the contribution such boxes make to the intellectual development of these children, particularly the development of voluntary hand function from the integration of the primitive grasp-and-release instincts shown by infants.
Shirley R. Wyver and Roslyn Markham
Mark J. Haykowsky, Darren E. R. Warburton, and H. Art Quinney
NEWS AND FEATURES
Mark M. Uslan
Crista L. Earl and Jay D. Leventhal
Reviewed by Deborah Kent
USABLE Data Report #2
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