This book sets out the basis for addressing the individual needs of children with a wide range of visual impairments within the Code of Practice. It includes information about opthalmics; the identification and assessment of aspects of vision, and the role of different agencies likely to be involved; a comprehensive range of practical strategies; and advice on the use of low vision aids, appropriate decor and physical layouts, lighting conditions and equipment, and relevant IT. Drawing on recent research, this book argues that it is the quality of the child's social interactions which promotes play, language and learning. This is a highly accessible text addressed to parents, teachers and those who support schools professionally.

Written for practitioners from a variety of backgrounds, this text is intended for teachers, residential staff and students who wish to understand more about the education of children and young people who are deafblind.

Music has long been a way in which visually impaired people could gain financial independence, excel at a highly-valued skill, or simply enjoy musical participation. Existing literature on visual impairment and music includes perspectives from the social history of music, ethnomusicology, child development and areas of music psychology, music therapy, special educational needs, and music education, as well as more popular biographical texts on famous musicians. But there has been relatively little sociological research bringing together the views and experiences of visually impaired musicians themselves across the life course. Insights in Sound: Visually Impaired Musicians' Lives and Learning aims to increase knowledge and understanding both within and beyond this multifaceted group. Through an international survey combined with life-history interviews, a vivid picture is drawn of how visually impaired musicians approach and conceive their musical activities, with detailed illustrations of the particular opportunities and challenges faced by a variety of individuals. Baker and Green look beyond affiliation with particular musical styles, genres, instruments or practices. All 'levels' are included: from adult beginners to those who have returned to music-making after a gap; and from 'regular' amateur and professional musicians, to some who are extraordinarily 'elite' or 'successful'. Themes surrounding education, training, and informal learning; notation and ear playing; digital technologies; and issues around disability, identity, opportunity, marginality, discrimination, despair, fulfilment, and joy surfaced, as the authors set out to discover, analyse, and share insights into the worlds of these musicians.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This practical resource is designed to help professionals, parents and carers as they support children with vision impairments to develop independence in everyday tasks. Using the Early Years Foundation Stage framework as a basis, it provides a wealth of strategies and activities to develop key skills, including dressing, maintaining personal hygiene, eating and drinking and road safety. This is an invaluable tool that can be dipped in and out of to help make learning fun, boosting the child's confi dence and helping create a positive 'can- do' attitude when faced with new challenges. This book: Addresses the main problem areas for babies and young visually impaired children and their families, by providing simple explanations of skills and offering strategies and techniques to support progression onto the next stage. Is written in a fully accessible style, with photocopiable pages and additional downloadable resources. Provides a variety of documentation to chart the child's development and show progress over time. Research shows strong indicators that early intervention can reduce or eliminate developmental delays in children with a vision impairment. The supporting strategies in this book help busy professionals and carers to make every opportunity a learning opportunity, allowing children with a vision impairment to become confi dent and independent individuals.

This guide aims to help staff in mainstream schools and support services to develop more inclusive teaching practices, not only for children with visual impairment but for all children, whether or not they are classified as having special educational needs. The book's context and the examples provided are all related to the teaching of children with visual impairment. However, many of the issues discussed apply more widely. The book provides the means for whole school, small group and individual teacher development, and includes a framework that encourages critical reflection on teaching practices regarding the inclusion of a child or children with visual impairment within a mainstream setting.

This text is written for teachers in mainstream settings who are about to teach pupils with a visual impairment for the first time. It describes the impact a visual impairment can have upon a pupil's access to the curriculum. The text also suggests practical ways to overcome difficulties, shares advice on assessment, differentiation and how low and high technological aids can support the pupil's work, and provides a glossary of common words and expressions used in this field and useful addresses and organisations.

The introduction of children with severe visual impairments into ordinary school settings has raised the question of how to provide an appropriate curriculum.
This book sets out the basis for addressing the individual needs of children with a wide range of visual impairments within the Code of Practice. It includes information about ophthalmics; the identification and assessment of aspects of vision, and the role of different agencies likely to be involved; a comprehensive range of practical strategies; and advice on the use of low vision aids, appropriate decor and physical layouts, lighting conditions and equipment, and relevant IT.
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.
This is a highly accessible text addressed to parents, teachers and those who support schools professionally.

Written for parent and professionals working with children and young people with visual impairment, this work examines the causes of eye conditions and additional disabilities; how these can restrict access to the mainstream curriculum; and ways in which the effects can be ameliorated. Central to the text is entitlement. National Curriculum areas are discussed, and attention is given to both the hidden curriculum and specialist curriculum and extra curricula activities, and to the competencies required by staff working with these children and young people.

This fully revised and updated second edition of Learning through Touch is essential reading for practitioners who support learners with multiple disabilities and vision impairment. These learners will rely on support from their learning partners throughout their education to mediate their learning experiences. The text explores the key role that touch plays in the education of these learners and provides practical advice about how to develop the skills through touch that they will need to become 'active agents' in their own development. The book reflects international initiatives that seek to ensure that people with disabilities have opportunities to take meaningful control within their learning and their lives. Key features include: Chapters that support curriculum access for learners with visual impairments; Reflections on up-to-date research studies and guidance for further reading throughout, allowing for a strong conceptual foundation for practice; Portfolio activities designed to help implement effective learning opportunities within your own practice. Written to assist teachers and other professionals who support children with visual impairment and additional difficulties, this text will appeal to professionals and students alike. It is an invaluable resource for anyone looking to explore the role of touch in creating effective learning experiences.

First published in 1994. The chapters that make up this book are not primarily about disability or visual impairment. What they do address is the right of all people to have further education and training made available in ways that meet their needs regardless of gender, race, age and ability. This book examines their entitlement to this education and some of the ways in which it can be made accessible. The issues raised are relevant to all people entering further education and training.

First published in 1994. The chapters that make up this book are not primarily about disability or visual impairment. What they do address is the right of all people to have further education and training made available in ways that meet their needs regardless of gender, race, age and ability. This book examines their entitlement to this education and some of the ways in which it can be made accessible. The issues raised are relevant to all people entering further education and training.

This fully revised and updated second edition of Learning through Touch is essential reading for practitioners who support learners with multiple disabilities and vision impairment. These learners will rely on support from their learning partners throughout their education to mediate their learning experiences. The text explores the key role that touch plays in the education of these learners and provides practical advice about how to develop the skills through touch that they will need to become 'active agents' in their own development. The book reflects international initiatives that seek to ensure that people with disabilities have opportunities to take meaningful control within their learning and their lives. Key features include: Chapters that support curriculum access for learners with visual impairments; Reflections on up-to-date research studies and guidance for further reading throughout, allowing for a strong conceptual foundation for practice; Portfolio activities designed to help implement effective learning opportunities within your own practice. Written to assist teachers and other professionals who support children with visual impairment and additional difficulties, this text will appeal to professionals and students alike. It is an invaluable resource for anyone looking to explore the role of touch in creating effective learning experiences.

This book presents an emerging rehabilitation program for improving the reading abilities of individuals with low vision who undergo therapy for visual impairment. Its interdisciplinary framework for visual training through reading skills development aligns its goals with those of special education programs and features anatomical and psychological background chapters, diverse perspectives on rehabilitation, and empirical supporting data. Program details span theoretical bases, strategies and planning, pedagogical considerations, use of assistive technologies, and assessment of client progress and program efficacy. And by locating rehabilitation in the psychosocial experience of visual disability, the program can be used as a means of building confidence and motivation, contributing to improved quality of life. Included in the coverage: Visual impairment and its impact on development. Rehabilitation of individuals with visual impairment in the Czech Republic. Innovative vision rehabilitation system: theoretical postulates, meanings, and objectives. Reading as a main objective of vision rehabilitation. Verification of effectiveness of the reading performance experimental rehabilitation program. Reading Rehabilitation for Individuals with Low Vision is an essential resource for researchers, clinicians/practitioners, and graduate students in varied fields such as cognitive psychology, rehabilitation, literacy, special education, child and school psychology, visual therapy, and public health.

This practical resource is designed to help professionals, parents and carers as they support children with vision impairments to develop independence in everyday tasks. Using the Early Years Foundation Stage framework as a basis, it provides a wealth of strategies and activities to develop key skills, including dressing, maintaining personal hygiene, eating and drinking and road safety. This is an invaluable tool that can be dipped in and out of to help make learning fun, boosting the child's confi dence and helping create a positive 'can- do' attitude when faced with new challenges. This book: Addresses the main problem areas for babies and young visually impaired children and their families, by providing simple explanations of skills and offering strategies and techniques to support progression onto the next stage. Is written in a fully accessible style, with photocopiable pages and additional downloadable resources. Provides a variety of documentation to chart the child's development and show progress over time. Research shows strong indicators that early intervention can reduce or eliminate developmental delays in children with a vision impairment. The supporting strategies in this book help busy professionals and carers to make every opportunity a learning opportunity, allowing children with a vision impairment to become confi dent and independent individuals.

Poor vision, if unnoticed and untreated, can dramatically reduce a child s school achievement. While it is easy to blame underachievement on a variety of causes, the real cause may be directly related to vision development. Strong vision is much more than being able to see the blackboard from the back row. Solid visual skills that underlie brain learning are developed through a variety of activities that are less and less a part of children s lives thanks to TV and video games. Eyes for Learning explains how parents and teachers can spot a vision-related learning problem and how to treat it. Dr. Antonia Orfield provides answers about referrals, required vision tests, and vision-improvement techniques. The bottom line is that good vision is a learned skill that is best developed by the practices explained in this book. Understanding these explanations can go a long way in saving a child from failure in school."

Visual dysfunctions can limit children's concentration, self esteem and school success as they struggle to understand fundamentals such as colors, letters and how to judge distance. With the right help, these obstacles can be overcome, allowing children to reach their full potential and see the world clearly. This accessible book explores how visual problems develop and how they can be reversed through effective and efficient visual therapy. It breaks down myths surrounding visual dysfunction and explains in straightforward terms the various conditions that could be impacting a child's perception, even if they have perfect sight. The visual therapy used in behavioral optometry retrains the brain to perform visual skills more effectively. In these pages there is clear guidance on the array of therapies, techniques and aids available, all of which can make a profound difference to a child's life. This introductory guide to behavioral optometry will be a welcome resource for parents and professionals in search of options to help a child who is experiencing visual problems.

Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are: (1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity. (2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience. In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.

Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are: (1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity. (2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience. In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.

Our book examines the role of three factors, God, Money, and Politics, in the epistemological theory of blindness, (the theory of the construction of knowledge on blindness and touch by social and cultural change). This book also illustrates this development has, in the main, been motivated by an attempt to assert or gain power and why the study of blindness in conventional academic subjects such as psychology, history and sociology is so important. We do this by presenting the main theories of disability and blindness that have informed the writing of this book, and a frame of reference for the historical story. Which places the book in the broad context of theories of disability and blindness, within an academic and symbolic context of physical impairment and the social mythologies that accompany such understanding.

Our book examines the role of three factors, God, Money, and Politics, in the epistemological theory of blindness, (the theory of the construction of knowledge on blindness and touch by social and cultural change). This book also illustrates this development has, in the main, been motivated by an attempt to assert or gain power and why the study of blindness in conventional academic subjects such as psychology, history and sociology is so important. We do this by presenting the main theories of disability and blindness that have informed the writing of this book, and a frame of reference for the historical story. Which places the book in the broad context of theories of disability and blindness, within an academic and symbolic context of physical impairment and the social mythologies that accompany such understanding.

The goal of this manual is to enhance the capacity of all members of the educational context, whether student, parent, teacher, administrator, or consultant, to activate the benefits of infused technologies for all learners, including those who are blind or have low vision. To accomplish this purpose this manual provides background and practical information with respect to inquiry-based education, infused technologies, and blindness and visual impairment. You will discover vignettes of real-life blind learners, tips from a blind educator, key components of accessible technology- infused education including information on adaptive technologies for applications that have not yet been designed for all learners, and practical suggestions to make online courses and Web sites accessible. For those who wish to explore further, there are numerous recommendations for further reading, organized to guide the reader to specific content.

In this book we are interested in patterns of education, rehabilitation service, socialization, and ideas about blindness that in large part produce the above-mentioned distinct patterns. We will examine the economic interests of professional groups and the patterns of domination and subordination, which are present in most rehabilitation relationships. Our central tenet is that the behavior of blind people is not a product of the physical condition of blindness or the amount of residual vision a blind person has. Rather, the behavior of blind people in our society is governed by socialization. Blindness is a social problem arising from erroneous, socially constructed negative beliefs about the capacities of blind people involuntarily assimilated from the broader society by the blind. People learn to live independently or they learn to be dependent. The reactions of parents, teachers, peers, the health professionals, rehabilitation counselors and the general public have defined the choices available to blind people. This is the case in every culture and society around the world. Differences result from different cultural values, levels of economic development, and historical traditions.

In this book we are interested in patterns of education, rehabilitation service, socialization, and ideas about blindness that in large part produce the above-mentioned distinct patterns. We will examine the economic interests of professional groups and the patterns of domination and subordination, which are present in most rehabilitation relationships. Our central tenet is that the behavior of blind people is not a product of the physical condition of blindness or the amount of residual vision a blind person has. Rather, the behavior of blind people in our society is governed by socialization. Blindness is a social problem arising from erroneous, socially constructed negative beliefs about the capacities of blind people involuntarily assimilated from the broader society by the blind. People learn to live independently or they learn to be dependent. The reactions of parents, teachers, peers, the health professionals, rehabilitation counselors and the general public have defined the choices available to blind people. This is the case in every culture and society around the world. Differences result from different cultural values, levels of economic development, and historical traditions.