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A volume in Critical Concerns in Blindness Series Editor Edward C.
Bell, Louisiana Tech University 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.
A volume in Critical Concerns in Blindness Series Editor Edward C.
Bell, Louisiana Tech University 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.
Making It Work is destined to be the definitive guide for years to
come on how to make the regular school education a successful
experience for blindvisually impaired children. With chapters
flowing logically and full of detailed, useful information, it will
be an essential handbook for school staff, specialized service
providers, and parents of blindvisually impaired children. This is
an exquisite, enlightened guide for the education of blindvisually
impaired children in the new millennium.
Este trabajo examino los cambios en la motivacion autonoma y
controlada en un grupo de adolescentes consumidores en riesgo y
consumidores excesivos de alcohol, que recibio una intervencion
basada en la Entrevista Motivacional (EM).La motivacion autonoma
segun la Teoria de la Autodeterminacion (TAD) (Ryan & Deci,
2000), tiene efectos positivos sobre el bienestar psicologico y la
intencion de cambiar comportamientos de riesgo. Adicionalmente se
plantea que las tecnicas de la EM pueden afectar los factores de
autonomia, competencia y relacion interpersonal que influyen sobre
la motivacion autonoma.Los resultados de este estudio, analizados
mediante un ANOVA de medidas repetidas, muestran que los puntajes
de la motivacion autonoma aumentaron asi como los de la motivacion
controlada, sugiriendo que la intervencion promovio este tipo de
regulacion hacia el consumo moderado, expresada en terminos de
controles externos como la aprobacion social. Estos resultados
sugieren que la EM es una tecnica promisoria para la intervencion
con adolescentes colombianos ya que tiene efectos positivos
cuantificables sobre los dos tipos de motivacion."
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