The Development Of Social Skills By Blind And Visually Impaired Students
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The Development of Social Skills by Blind and Visually Impaired Students by Sharon Sacks,Linda Kekelis,Robert Gaylord-Ross Pdf
In this examination of the social interactions of children with visual impairments, theory and research are combined to explore how these children can be helped to succeed socially. Innovative practical strategies are provided for educators, researchers, and families on how to assist children in the development of social skills. Qualitative ethnographic approaches demonstrate how classroom teachers can work effectively with individual children and present valuable insights about children's interactions.
Author : Sharon Sacks,Karen E. Wolffe Publisher : American Foundation for the Blind Page : 548 pages File Size : 53,7 Mb Release : 2006 Category : Blind children ISBN : 0891288821
Teaching Social Skills to Students with Visual Impairments by Sharon Sacks,Karen E. Wolffe Pdf
"This book expands upon the knowledge base and provides a compendium of intervention strategies to support and enhance the acquisition of social skills and children and youths with visual impairments ... Part 1 ... addresses social skills from a first-person perspective. The second part ... examines how theory seeks to explain social development and influences assessment and practice ... Part 3, ties personal perspectives and theory to actual practice. Finally, Part 4 ... offers numerous examples and models for teaching social skills to students who are blind or visually impaired, including those with additional disabling conditions."--Introduction.
Language Development and Social Interaction in Blind Children by Miguel Perez Pereira,Gina Conti-Ramsden Pdf
The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of "theory of mind" and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children. Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children.
American Foundation for the Blind Press,Karen E. Wolffe
Author : American Foundation for the Blind Press,Karen E. Wolffe Publisher : Unknown Page : 128 pages File Size : 41,6 Mb Release : 1999 Category : Blind children ISBN : 0891283447
Focused on Teaching Social Skills to Visually Impaired Elementary Students by American Foundation for the Blind Press,Karen E. Wolffe Pdf
Provides an overview of the importance of social competence, and it details the course of social skills development in children in general and in children who are blind or visually impaired in particular.
Early Focus by Rona L. Pogrund,Diane L. Fazzi,Jessica S. Lampert Pdf
Early Focus synthesizes and makes understandable the experience of professionals from such fields as: education, orientation and mobility, pediatrics, ophthalmology and optometry, psychology, occupational therapy, and social work. This is a resource for both professionals and parents.
Importance and Need for Social Skills by Karen E. Wolffe Pdf
Provides an overview of the importance of social competence, and it details the course of social skills development in children in general and in children who are blind or visually impaired in particular.
Children with Visual Impairments by Joao Roe,Alec Webster Pdf
This book is aimed at the mainstream class teacher who has little or no experience of providing effective learning experiences for children with visual impairments. It is designed both as an introductory guide to assessment and provision. It also has a strong focus on social interactions, since many teachers are confused as how to help children with visual impairments make friends. The book sets out the basis for addressing the individual with a wide range of visual impairments. Chapters cover: the identification and assessment of aspects of vision visual impairment and individual needs practical advice on the development of concepts, language and literacy and social skills the use of low vision aids, appropriate decor and physical layouts, lighting and IT educational policy and the Code of Practice Drawing on very recent research, this book presents new insights into the needs of children with visual impairments as learners, arguing that it is the quality of the child's social interactions which promotes play, language and learning.
The Lighthouse Handbook on Vision Impairment and Vision Rehabilitation by Barbara Silverstone Pdf
This comprehensive reference source is a state-of-the-art guide to the scientific, clinical, rehabilitative, and policy aspects of vision impairment and blindness. More than 100 original contributions from physicians, therapists, rehabilitation specialists, and policy makers cover everything from the basic science of vision and its diseases to assistive technologies, treatment, and care.
Play development in children with disabilties by Serenella Besio,Daniela Bulgarelli,Vaska Stancheva-Popkostadinova Pdf
This book is the result of the first two-year work of Working Group 1 of the network “LUDI – Play for children with disabilities”. LUDI is an Action (2014-2018) financed by COST; it is a multidisciplinary network of more than 30 countries and almost 100 researchers and practitioners belonging to the humanistic and technological fields to study the topic of play for children with disabilities within the framework of the International Classification of Functioning Disability and Health (WHO, 2001).The principal objective of this book is to bring the LUDI contribution to the important topic of play in children with disabilities, because today an international consensus on the definition of play and disabilities is still lacking. The process of ensuring equity in the exercise of the right to play for children with disabilites requests three actions: to approach this topic through a “common language”, at least all over Europe; to put play at the centre of the multidisciplinary research and intervention regarding the children with disabilities; to grant this topic the status of a scientific and social theme of full visibility and recognized authority. Children with disabilities face several limitations in play, due to several reasons: impairments; playgrounds, toys and other play tools that are not accessible and usable; environments and contexts that are not accessible nor inclusive; lack of educational awareness and intentionality; lack of specific psycho-pedagogical and rehabilitative competence; lack of effective intervention methodologies. Moreover, disabled children’s lives are dominated by medical and rehabilitative practices in which play is always an activity aiming to reach an objective or to provoke an improvement; play for the sake of play is considered a waste of time. The concept of play for the sake of play strongly refers to the distinction between play activities and play-like activities. Play activities are initiated and carried out by the player (alone, with peers, with adults, etc.) for the only purpose of play itself (fun and joy, interest and challenge, love of race and competition, ilinx and dizziness, etc.). They have of course consequences on growth and development, but these consequences are not intentionally pursued. Play-like activities are initiated and conducted by an adult (with one or more children), in educational, clinical, social contexts; they are playful and pleasant, but their main objective is other than play: e.g., cognitive learning, social learning, functional rehabilitation, child's observation and assessment, psychological support, psychotherapy, etc. This book, then, contributes to a clear distinction between play and play-like activities that, hopefully, will bring to new developments in play studies.
Tactile Strategies for Children who Have Visual Impairments and Multiple Disabilities by Deborah Chen,June E. Downing Pdf
Young children who are visually impaired and have additional disabilities need to learn to use their sense of touch effectively to promote their growth, development, and ability to communicate. This manual provides teachers, early interventionists, and parents with critical information about alternative communication methods not based on the use of vision as well as countless practical strategies. Topics include assessing a child's skills, planning interventions, and selecting appropriate tactile strategies to meet the child's needs.
Author : M. Cay Holbrook,Alan J. Koenig Publisher : American Foundation for the Blind Page : 874 pages File Size : 50,7 Mb Release : 2000 Category : Children with visual disabilities ISBN : 0891283390
Getting Ready for College Begins in Third Grade by Carol Castellano Pdf
All parents hope for an independent future for their blind/visually impaired child. To turn that hope into a reality, parents need to understand the scope of skill development that must be addressed, along with the importance of equal expectations for the child's development, proper training, and opportunity to practice and develop skills. But what if expectations are low, training in blindness skills is scanty or even absent, and overprotection prevents the blind/VI child from learning and practicing skills? The idea of an independent future can remain a distant dream. The purpose of this book is to guide parents and teachers in fostering the blind/visually impaired child's skill development in such critical areas as academics, independent movement and travel, social interaction, daily living, and self-advocacy, so that he or she will truly be on the road to an independent future. A practical, easy to use guide, written in plain English, the book warns about common problem areas and provides ideas for getting and keeping the child's education and development on track. It highlights the interplay between skills and competence, confidence, self-respect, and the respect of others. Of the small number of books and videos available on the subject, most were written by professionals in the field and many begin with the supposition that blindness is at best sad and at worst tragic. Few --maybe none --have the ardent passion for independence that the parent of a blind/visually impaired child brings to the subject. Instead of overwhelming parents and teachers with the difficulty of the undertaking before them, Getting Ready for College Begins in Third Grade will inspire their confidence and enthusiasm for the task at hand.
Children with Visual Impairments by Joao Roe,Alec Webster Pdf
This book sets out a basis for addressing the individual needs of children with a wide range of visual impairments, It includes a comprehensive range of strategies for enabling early exploration concept-building, language and literacy.
