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.
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'This book should be within the reach of all EPs dealing with the assessment and learning of children with visual impairments. It can also provide a good source of information to parents who would like to read more comprehensively in this area. It is a must for all teachers and SENCOs dealing with children with severe conditions who are included in their schools.' - Educational Psychology in Practice
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Inside This Book
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First Sentence:
This introductory chapter sets out how we have approached the individual learning needs of children with visual impairments, and emphasises, wherever feasible, a research basis for intervention. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
most sighted children, children with severe visual impairments, children with visual impairments, more severe visual impairments, stereotypic speech, tactile diagrams, plastic building bricks, child language studies, mainstream school settings, sighted peers, residual vision, clinical medical officers, conceptual growth, adult sensitivity, low vision aids, blind children, partial sight, functional vision, mainstream teachers, severe visual losses, visually impaired children, interactive partners Key Phrases - Capitalized Phrases (CAPs): (learn more)
Social Services, Education Act, National Curriculum, Audit Commission, Transition Plans, Bristol University, World Health Organisation New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
This introductory chapter sets out how we have approached the individual learning needs of children with visual impairments, and emphasises, wherever feasible, a research basis for intervention. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
most sighted children, children with severe visual impairments, children with visual impairments, more severe visual impairments, stereotypic speech, tactile diagrams, plastic building bricks, child language studies, mainstream school settings, sighted peers, residual vision, clinical medical officers, conceptual growth, adult sensitivity, low vision aids, blind children, partial sight, functional vision, mainstream teachers, severe visual losses, visually impaired children, interactive partners Key Phrases - Capitalized Phrases (CAPs): (learn more)
Social Services, Education Act, National Curriculum, Audit Commission, Transition Plans, Bristol University, World Health Organisation New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 34
books:
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7
books
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- Children with Visual Impairments: Social Interaction, Language and Learning by Joao Roe in Front Matter, and page 3
- Support Services: Issues for Education, Health and Social Service Professionals (Introduction to Education) by Jonathon Solity in Back Matter
- Clinical Ophthalmology: A Systematic Approach by Jack J. Kanski MD MS FRCS FRCOphth in Back Matter
- Teaching Children With Visual Impairment (Children With Special Needs Series) by Best T in Back Matter
- Language and Literacy (High/Scope Preschool Key Experiences) by J. Maher in Back Matter
See all 34 books this book cites
- The Early Childhood Education Intervention Treatment Planner (PracticePlanners) by Arthur E. Jongsma Jr. on page 192, and Back Matter
- The Special Education Treatment Planner by Julie A. Winkelstern on page 304, and Back Matter
- Development and Disability by Vicky Lewis in Back Matter
- Meeting Special Needs in Mainstream Schools by Richard Stakes on page 23
- Development and Disability by Vicky Lewis in Back Matter
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