May 2004 • Volume 98 • Number 5
Performance of the Veterans Affairs Low Vision Visual Functioning Questionnaire—Janet P. Szlyk, Joan Stelmack, Robert W. Massof, Thomas R. Stelmack, Paulette Demers-Turco, R. Tracy Williams, and Benjamin D. Wright, print edition page 261
Abstract: The purpose of this study was to develop an instrument that would be sensitive to the visual difficulties of persons with low vision and that could be used to evaluate outcomes and plan vision rehabilitation services. Toward that end, the Veterans Affairs Low Vision Visual Functioning Questionnaire was administered to 117 participants in rehabilitation programs in Veterans Affairs medical centers and in the private sector. The results demonstrate that the questionnaire is an effective instrument for measuring vision difficulties in persons who receive low-vision rehabilitation.
Parents' Observations of the Academic and Nonacademic Performance of Children with Strabismus—Maureen J. Reed, Stephen P. Kraft, and Raymond Buncic, print edition page 276
Abstract: In this study, children with strabismus, as a group, had significantly more academic and nonacademic difficulties than did children without strabismus. However, since not all the children with strabismus had academic difficulties, other factors that are associated with strabismus, such as headache, eyestrain, perceptual difficulties, and frustration, may affect learning in some children with strabismus.
Knowledge of Dental Health and Oral Hygiene Practices of Taiwanese Visually Impaired and Sighted Students—Chien-Huey Sophie Chang and Yeng-Hung Shih, print edition page 289
Abstract: This study investigated the dental health knowledge and oral hygiene practices of 95 students with visual impairments and 286 sighted students in Taiwan. It found that the students with visual impairments were less knowledgeable about dental health and less frequently completed oral hygiene practices than did the sighted students.
Impact of Favorite Stimuli on the Behavior of Persons with Multiple Disabilities While Using a Treadmill—Giulio E. Lancioni, Nirbhay N. Singh, Mark F. O'Reilly, Doretta Oliva, Francesca Campodonico, and Jop Groeneweg, print edition page 304
The Vividness of Imagery in a Person Who Has Been Blind for Three Years—Alfredo Campos, print edition page 309
Editor's Page, print edition page 259
From the Field, print edition page 314
News, print edition page 316
Calendar, print edition page 318
AER-Waves, print edition page 320
CALL FOR PAPERS
Special JVIB Theme Issue on Orientation and Mobility
Guest editors: Kathleen M. Huebner, Ph.D., associate dean, Graduate Studies in Vision Impairment, Pennsylvania College of Optometry.
William Wiener, Ph.D., dean, The Graduate College, Western Michigan University.
Deadline for submissions: January 31, 2005
Projected publication date: October 2005
The Journal of Visual Impairment & Blindness (JVIB) invites submissions for a special theme issue on orientation and mobility (O&M). Topics include, but are not limited to, the following:
The guest editors welcome your inquiries and ideas for this issue. Contact the editors by e-mail: Kathleen M. Huebner, <KathyH@pco.edu>; William Wiener, <William.Wiener@wmich.edu>.
Guidelines for contributors are generally printed in each issue of JVIB, and are also available from AFB Press, American Foundation for the Blind: web site: <www.afb.org/jvib_guidelines.asp>; phone: 212-502-7651; fax: 212-502-7774; e-mail: <email@example.com>.
Manuscripts should be sent for peer review to:
Dr. Alan J. Koenig
Editor in Chief, JVIB
College of Education
Texas Tech University
Lubbock, TX 79409
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Tuttle, Dean W. & Naomi R. Tuttle—SELF-ESTEEM AND ADJUSTING WITH BLINDNESS: The Process of Responding to Life's Demands. (3rd Ed.) '04, 316pp. (7 x 10), 13 il.
This new and expanded Third Edition analyzes blindness within the context of two overlapping theoretical constructs: the development of self-esteem and the process of adjusting to social and/or physical trauma. The book is divided into four sections. The first section provides an overview of blindness and the essential background for subsequent discussions. Section II explores the general theoretical model for the development of self-esteem common to all persons and analyzes the impact that blindness imposes upon this model. Section III explores the process of coping with social and physical traumas or crises. Section IV is addressed primarily to members of the blind person's support team and provides suggestions for creating a climate for optimum development. Factors that may influence the adjustment process, descriptions of external and internal self-esteem, activities for stimulating affective growth, and guidelines for professionals who work with the blind are included. Personal impacts and psychosocial implications of blindness are discussed in-depth and illustrated with biographical and autobiographical statements by more than 50 blind men and women. This book will serve as an excellent review and refresher for experienced practitioners and administrators working in the field of blindness. Professionals in education, social work, vocational counseling, rehabilitation, recreation therapy, ophthalmology, and optometry will find this comprehensive resource to be an invaluable addition to their libraries.
Bishop, Virginia E.—TEACHING VISUALLY IMPAIRED CHILDREN. (3rd Ed.) '04, 352 pp. (7 x 10), 21 il., 11 tables, $73.95, hard, $49.95, paper.
In this exceptional new third edition, the author has retained much of the practical "how-to" approach of the previous editions, but adds depth in two dimensions: learning theory and the educational process. This book is "so comprehensive in scope and complete in detail that it would be the most likely one I could recommend" (from the foreword by Dr. Natalie C. Barraga). There is a new chapter on the prenatal and early postnatal development of the visual system, and another entire chapter on gifted children who are also visually impaired—information not usually available in other textbooks. One of the most outstanding new sections is a discussion of brain function and its relationships to early development, learning, and visual function. The reader will find practical hints, philosophical rationale explained in simple terms and clear descriptions of the assessment process for students with visual impairments. The relationships between assessments, placements, and programming are described in detail, and provide rationale for best educational practice for visually impaired learners. University faculty, special teachers (TVI's), regular classroom teachers, and families will all find something useful in this new edition. It continues to be a valuable reference for anyone dedicated to helping students with visual impairments achieve independence and realize their full potential. The appendices contain a set of listening games, touch typing lessons, a list of indicators for evaluating gifted programs, lists of assessment instruments and resources, and an updated timeline of major events in the history of education for visually impaired students. A glossary of terms completes the book. This book will not sit on your bookshelf—it will be read and used!
Frame, Melissa J.—BLIND SPOTS: The Communicative Performance of Visual Impairment in Relationships and Social Interaction. '04, 226 pp. (7 x 10), 3 il., 9 tables.
Harley, Randall K., G. Allen Lawrence, LaRhea Sanford & Rebecca Burnett—VISUAL IMPAIRMENT IN THE SCHOOLS. (3rd Ed.) '00, 262 pp. (7 x 10), 37 il., $52.95, cloth, $38.95, paper.
Chalkley, Thomas—YOUR EYES. (4th Ed.) '00, 140 pp. (7 x 10), 18 il., $27.95, paper.
Harley, Randall K., Mila B. Truan & LaRhea D. Sanford—COMMUNICATION SKILLS FOR VISUALLY IMPAIRED LEARNERS: Braille, Print, and Listening Skills for Students Who Are Visually Impaired. (2nd Ed.) '97, 322 pp. (7 x 10), 39 il., $80.95, hard, $57.95, paper.
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