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This book has been a work in progress. In the spring of 2000 I
started this project and began to collect data and conduct
interviews. I copied every article I could find in the Journal of
Visual Impairment and Blindness and its predecessors Outlook for
the Blind and New Outlook for the Blind. I was fortunate to locate
Blindness the annual publication of the American Association of
Workers for the Blind. One of the greatest finds was the library at
the American Foundation for the Blind. The library contains dozens
of volumes related to orientation and mobility. Within two years I
had amassed a considerable collection of resources. I began working
through the materials and along the way prepared some papers for
various conferences. A dramatic increase in administrative
responsibilities, as well as the tyranny of meeting grant
deadlines, diverted me from giving concentrated effort to this
book. All that changed as I reduced my workload in order to devote
almost all my efforts over the past nine months to this project.
This book has been a work in progress. In the spring of 2000 I
started this project and began to collect data and conduct
interviews. I copied every article I could find in the Journal of
Visual Impairment and Blindness and its predecessors Outlook for
the Blind and New Outlook for the Blind. I was fortunate to locate
Blindness the annual publication of the American Association of
Workers for the Blind. One of the greatest finds was the library at
the American Foundation for the Blind. The library contains dozens
of volumes related to orientation and mobility. Within two years I
had amassed a considerable collection of resources. I began working
through the materials and along the way prepared some papers for
various conferences. A dramatic increase in administrative
responsibilities, as well as the tyranny of meeting grant
deadlines, diverted me from giving concentrated effort to this
book. All that changed as I reduced my workload in order to devote
almost all my efforts over the past nine months to this project.
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.
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