scholarly journals Orientation and Mobility Training in Special Education Curriculum for Social Adjustment Problems of Visually Impaired Children in Pakistan

2018 ◽  
Vol 11 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Shazia Malik ◽  
◽  
Umi Kalthom Abd Manaf ◽  
Nor Aniza Ahmad ◽  
Maimunah Ismail ◽  
...  
Keyword(s):  
Special Education ◽  
Social Adjustment ◽  
Visually Impaired ◽  
Education Curriculum ◽  
Adjustment Problems ◽  
Orientation And Mobility ◽  
Mobility Training ◽  
Impaired Children ◽  
Visually Impaired Children

A View of Education of Visually Impaired Persons in the Philippines

1989 ◽  
Vol 83 (1) ◽  
pp. 57-58
Author(s):  
M.J.C. Esteras
Keyword(s):  
Special Education ◽  
Visually Impaired ◽  
The Philippines ◽  
School Administrator ◽  
Blind And Visually Impaired ◽  
Visually Impaired Persons ◽  
Impaired Children ◽  
Visually Impaired Children

From the viewpoint of a school administrator the author discusses programs and policies of special education in the Philippines, outlining the Bureau of Elementary Education's role in developing services to blind and visually impaired children.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

Comprehensive Low Vision Services for Visually Impaired Children: A Function of Special Education

1986 ◽  
Vol 80 (7) ◽  
pp. 844-848
Author(s):  
D. Goldie ◽  
S. Gormezano ◽  
P. Raznik
Keyword(s):  
Special Education ◽  
Visually Impaired ◽  
Low Vision ◽  
Department Of Education ◽  
Intermediate School ◽  
Federal Funds ◽  
Oakland County ◽  
Screening Clinic ◽  
Impaired Children ◽  
Visually Impaired Children

The Visually Impaired Program, Division of Special Education of the Oakland County (Michigan) Intermediate School District, obtained Federal Act 94-142 funding in 1979. The purpose of this funding was to encourage establishment of programs that facilitated special education in the least restrictive educational environment. The Visually Impaired Program utilized these funds to establish the Educational Low Vision Aids Screening Clinic and to provide comprehensive low vision evaluations by certified low vision specialists. * This paper describes clinic rationales, procedural implementation of services from 1979 to 1982, and resultant findings. The study served as a model for the establishment of a statewide program funded in October, 1985, by the Michigan Legislature and administered by the Michigan Commission for the Blind in cooperation with the Michigan Department of Education. * A Demonstration Project funded through 94-142 federal funds, 1979-1982.

Equalizing Opportunities for Blind and Visually Impaired Children around the World

1989 ◽  
Vol 83 (1) ◽  
pp. 5-7
Author(s):  
W.G. Brohier
Keyword(s):  
Special Education ◽  
Visually Impaired ◽  
Education Programs ◽  
International Partnerships ◽  
International Council ◽  
Blind And Visually Impaired ◽  
The World ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children

The need for increased special education programs worldwide, better data, more emphasis on prevention, and international partnerships are discussed. Roles that the International Council on Education of the Visually Handicapped (ICEVH) can play are also described.

Talking Word Processors and Text Editing for Visually Impaired Children: A Pilot Case Study

1990 ◽  
Vol 84 (10) ◽  
pp. 552-555 ◽  
Author(s):  
R. Beevers ◽  
P. Hallinan
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Visually Impaired ◽  
New Technology ◽  
Word Processor ◽  
Word Processors ◽  
Impaired Children ◽  
Visually Impaired Children

An Amiga 500 microcomputer with a talking word processor was installed in a special education unit at an elementary school for use by a visually impaired pupil during two school terms. This article reviews the background literature and explores the challenges and limitations posed by the introduction of new technology.

scholarly journals A CAI System for Visually Impaired Children to Improve Abilities of Orientation and Mobility

2005 ◽  
Vol 125 (10) ◽  
pp. 1621-1628
Author(s):  
Takahiro Yoneda ◽  
Hiroaki Kudo ◽  
Hiroki Minagawa ◽  
Noboru Ohnishi ◽  
Shizuya Matsubara
Keyword(s):  
Visually Impaired ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children

Inservice Workshops

1978 ◽  
Vol 72 (6) ◽  
pp. 240-241
Author(s):  
Peter Rossi
Keyword(s):  
Physical Education ◽  
Activities Of Daily Living ◽  
Daily Living ◽  
Visually Impaired ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Regular Classroom Teachers

Describes day-long inservice workshops for regular classroom teachers who teach mainstreamed visually impaired children. Specialists discuss the following topics with the teachers: activities of daily living, physical education, orientation and mobility, and textbooks and materials.

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