Occupation Specific Information
A large-format manual covering definitions, techniques, and devices, designed for administrators, educators, rehabilitation counselors, and other professionals concerned with the mobility training process.
This book is a report of two national studies to compile descriptive statistical information about the demographic trends that will influence the future of the O&M profession--one conducted in 1983 and the other in 1985.
General Academic Skills
Wormsley (program director, Professional Preparation Program in Education of Children with Visual and Multiple Disabilities, Pennsylvania College of Optometry) describes an approach to braille reading and writing instruction based on each students' interests, needs and goals.
Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired, Including Those with Additional Disabilitiesby Goodman, Stephen A. and Wittenstein, Stuart H.
This comprehensive text published by AFB in 2003 is the first to present assessment in a way that can be understood by professionals and families alike.
This book is a guideline for teachers of the blind. Six basic types of education system now exist, and were examined for the purposes of this study: full-time special class, resource room, itinerant program, resource room/itinerant program, teacher consultant, and residential school.
Stressing the importance of early intervention in working with children with visual impairment, this book introduces the reader to the special needs of young blind children.
This book on braille reading will be very much useful for parents, pre-school workers, resource/itinerant teachers, vision consultants, and teacher educators.
Hand in Hand: Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind: Volume II Appendixes, Glossary, Resources, Indexby Joffee, Elga and Prickett, Jeanne Glidden and Huebner, Kathleen Mary and Therese Rafalowski Welch
This series was designed to develop resources for educators of children who are visually impaired, hearing impaired, and severely disabled. This volume includes all the back matter.
Offers instructors specific, practical strategies for the teaching of Braille reading and writing.
This book was prepared from material presented at the 1964 seminar held at the George Peabody College for Teachers, Nashville, Tennessee. which discussed teaching procedures then being used, as well as ideas for new techniques as regards multiply impaired blind children.
Program Planning and Evaluation for Blind and Visually Impaired Students: National Guidelines for Educational Excellenceby Huebner, Kathleen Mary and Hazekamp, Jack
An easy-to-use resource manual that describes how to identify and assess unique educational needs, plan and provide services and instruction, and organize supporting services for students with visual impairments.
Toward Independence: The Use of Instructional Objective in Teaching Daily Living Skills to the Blindby Yeadon, Anne
This book is an introduction to the use of instructional objectives in the teaching of severely visually impaired persons.
When You Have a Student with Visual and Multiple Disabilities in Your Classroom: A Guide for Teachersby Erin, Jane N. and Spungin, Susan J.
As a special educator, a classroom teacher, or an educational team member, you may be working with a visually impaired student for the first time or as an experienced professional. This booklet provides information on how visual impairment affects learning in communication, movement, self-care skills, and other important areas, and on how to work effectively with students who have visual and other disabilities. I
This guide defines the paraeducator's role and how they work with other education team members. Subjects covered in the book include basics of visual impairment, tips for encouraging student growth and the special material and devices needed by the student.