Human-computer interaction studies the users and their interaction with an interactive software system (ISS). However, these studies are designed for people without any type of disability, causing there to be few existing techniques or tools that focus on the characteristics of a specific user, thus causing accessibility and utility issues for neglected segments of the population. This reference source intends to remedy this lack of research by supporting an ISS focused on people with visual impairment. User-Centered Software Development for the Blind and Visually Impaired: Emerging Research and Opportunities is a collection of innovative research on techniques, applications, and methods for carrying out software projects in which the main users are people with visual impairments. While highlighting topics including mobile technology, assistive technologies, and human-computer interaction, this book is ideally designed for software developers, computer engineers, designers, academics, researchers, professionals, and educators interested in current research on usable and accessible technologies.

Featuring chapters written by a diverse collection of educators within the discipline, Contemporary Issues in Special Education presents readers with insight regarding topics within the field of special education that are often deemed controversial in nature. The text encourages future educators to think critically regarding various challenges and opportunities they are likely to encounter during their educational careers. Over the course of nine distinct sections, students are exposed to chapters that discuss sensory friendly classrooms, positive behavior intervention and support, dangerous behaviors and crisis management, least restrictive environment, the relationship between special education and socioeconomic status, and the connection between English language learners and special education assignment. Readers learn about service and support animals in the school setting, assistive technology, transition services, mental health screenings in schools, disciplinary procedures for special education students, advice for engaging family members in an inclusive school community, and more. Designed to help future educators prepare to serve as highly effective and competent teachers, Contemporary Issues in Special Education is ideal for graduate-level courses and programs in special education instruction.

Growing educational ambitions, today raised to a historically unprecedented level and shared by parents, the state and educational professionals, seem to not always result in happier children. With more parents apparently becoming more uncertain about their educational capacities, the variety of categories of children at risk is increasing, alongside unprecedented growth in welfare, educational investment, laws on children's protection and rights, and knowledge about children and education. This book addresses the topic of educational ambitions and spaces in a European context from the 17th century to the present, paying special attention to the Dutch case, from three perspectives. Firstly, it looks at how educational ambitions have changed from the 17th century to the present. Secondly, it looks at the role of the educational space. Finally, it addresses the issue of how the educational ambition of acting in the children's best interests is connected with the phenomenon of children at risk.

Our intention in writing this book is to provide three distinct but closely related groups with insight into the factors required to help a blind child attain his/her maximum level of cognitive abilities. The first group consists of parents who face the day to day reality of helping their blind child deal with the challenges imposed by the lack of sight. The second group consists of beginning and future professionals who will find themselves deeply involved with providing social, psychological, and educational support of these parents. The third group includes friends, family, and others who are not and will not be on the front lines of working with blind children, but who are interested in understanding the issues for their own reasons. There are many articles and books available that discuss the various aspects of the development of both sighted and blind children from almost every possible perspective related to the factors that impact the learning and developmental processes of children. Unfortunately, the vast majority of these have been written by professionals to professionals, using the jargon of the author's chosen field of study. As a result, people who are not part of the "in groups" often find these publications hard to understand, boring, or both. In this book, we do not aim to provide any new insights to established professionals or other individuals who are knowledgeable in this area. Rather, our purpose is to translate the knowledge provided by these professionals into ideas and concepts that can be readily understood and applied by parents, teachers, and other caregivers of blind children. Throughout the book, we will be dealing with highly specialized concepts and theories of education, psychology, and human development. We have done our best to translate the professional and academic jargon into what most people would call "simple English. Throughout the text, we have provided our definitions of key terms as we have come to understand and apply those terms. We recognize that others may have different interpretations for the same terms, and we do not dispute that their definitions serve their particular purposes.

When Deb Willows was diagnosed with cerebral palsy 50 years ago, her parents were advised to "put her in an institution and get on with your lives." Experts believed parents were incapable of raising disabled children. But God had other plans. Deb's parents challenged her to see her severe limitations as opportunities, to dream big dreams and to work hard to accomplish them. Overcoming many challenges, Deb has blazed the trail for other disabled people, representing Canada around the world as a Paralympian and the first disabled boccia ball referee. Her story is one of hope and inspiration for everyone who has a dream they want to achieve but with obstacles to overcome. Deb Willows has truly lived beyond her circumstances and demonstrates that with God's help we can all accomplish great things Deb represented Canada numerous times on the world stage in swimming, slalom, wheelchair soccer and boccia. At her first international boccia event (New York, 1984), she won a bronze medal in the women's CP1 category. She competed at the 1988 Paralympic Games and set a Canadian and world record in the 50m backstroke at the 1986 Paralympic Games. In 1990, Debbie broke this record at Assen, and then demonstrated slalom for the Queen of Holland.