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"BLIND CHILDREN"
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Aggie gets lost
Ben and Aggie are playing in the park when she chases a ball and does not return, but after looking for her and worrying about her, Ben speaks with his blind friend, Mr. Thomas, who suggests a different approach.
BOOK
Guidelines and Games for Teaching Efficient Braille Reading
\"'Guidelines and Games for Teaching Efficient Braille Reading' is based on research in the areas of rapid reading and precision teaching, and offers unique guidelines and games ideas for adapting a general reading program to the needs of braille readers. This handbook serves as an invaluable resource to both supplement and enrich early braille instruction for classroom teachers and anyone working with children who are blind or visually impaired\"--.
eBook
Autism Spectrum Disorders (ASD) in Blind Children: Very High Prevalence, Potentially Better Outlook
Autism spectrum disorders affected 19 of 38 unselected children at a school for the blind in Cordoba, Argentina. Autism was linked to total congenital blindness, not blindness’ etiology, acquired or incomplete blindness, sex, overt brain damage, or socioeconomic status. Autism “recovery,” had occurred in 4 verbal children. Congenital blindness causes profoundly deviant sensory experience and massive reorganization of brain connectivity. Its ≥30 times greater prevalence than in sighted children suggests a distinct pathogenesis. Unawareness of autism’s high prevalence in blind individuals includes blindness’ rarity, misunderstanding of autism as “disease” rather than dimensional behavioral diagnosis, reluctance to diagnose it in blind children, and ignorance of its potentially more favorable outcome. Future investigation may suggest interventions to prevent or mitigate it.
Journal Article
My three best friends and me, Zulay
\"Zulay is a blind girl who longs to be able to run in the race on field and track day at her school\"-- Provided by publisher.
Book
Reading Connections
Reading Connections: Strategies for Teaching Students with Visual Impairments is a hands-on resource for teachers and professionals seeking to improve the reading skills of their students. It addresses the essential components of reading - phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension - and provides targeted teaching strategies for each component. Reading Connectionsaddresses the needs of students who read print, braille, or both and is consistent with strategies for teaching reading to students who have, or are at risk for, developing reading disabilities.
eBook
Antonino's impossible dream
Antonino became an artist to express his impossible dreams but he cannot capture the one he calls \"Friend\" until he meets a blind girl.
Book
Beginning with Braille
This new edition of an exceptional resource for helping educators teach braille has been updated using UEB and includes new sections on general education literacy instruction, teaching the dual-media learner, adapting print materials, and addressing the diverse needs of students. In addition to favorite teaching activities from the first edition, the new Beginning with Braille also features new teaching materials, record forms, and braille activities.
eBook
Blindsided
After years of failing eyesight, fourteen-year-old Natalie reluctantly enters a school for the blind, where in spite of her initial resistance she learns the skills that'll help her survive in the sighted world.
Book
Living and learning with blind children
Blind and visually impaired children experience the world in unique ways. To help them learn and develop, parents and teachers need to understand how such children relate to their environment. Felicity Harrison and Mary Crow, who have spent years working with blind children and their families, offer practical strategies for encouraging the blind child's development and interaction with his or her family and school community.
The authors begin by discussing the reactions of parents when they learn their child is visually impaired, perhaps even multihandicapped. They go on to provide insights into what it means not to see well and techniques for encouraging the child to use whatever vision he or she may have. They suggest activities that parents or teachers can share with a blind child, from songs, games, and crafts to projects around the house and ways to enjoy a walk together. They discuss the nursery school experience and offer ideas on how to make it enjoyable and rewarding. A final chapter addresses preventive and remedial measures; it focuses on the nonvisual perspective and explains how to perceive things from the blind child's point of view.
Parents and preschool teachers of visually impaired children will find this a welcome guide to coping with day-to-day challenges and enhancing the child's education and development.
eBook