Journal articles: 'Visually impaired child'

1

Thompson, Lisa, and Lawrence M. Kaufman. "The visually impaired child." Pediatric Clinics of North America 50, no. 1 (February 2003): 225–39. http://dx.doi.org/10.1016/s0031-3955(02)00112-8.

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2

Arter, Christine, and Heather Mason. "Spelling for the visually impaired child." British Journal of Visual Impairment 12, no. 1 (March 1994): 18–21. http://dx.doi.org/10.1177/026461969401200106.

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3

Kubo, Manako, Hiroko Nara, Haruyo Harada, and Hiroshi Takahashi. "A case of visually impaired child." JAPANESE ORTHOPTIC JOURNAL 23 (1995): 131–37. http://dx.doi.org/10.4263/jorthoptic.23.131.

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4

FRCP, James E. Jan MD, and Roger D. Freeman MD CRCP. "Who is a visually impaired child?" Developmental Medicine & Child Neurology 40, no. 1 (November 12, 2008): 65–67. http://dx.doi.org/10.1111/j.1469-8749.1998.tb15359.x.

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5

Paskewicz, M. "Mainstreaming the Gifted Visually Impaired Child." Journal of Visual Impairment & Blindness 80, no. 9 (November 1986): 937–38. http://dx.doi.org/10.1177/0145482x8608000906.

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6

Erchul, William P., and Barbara D. Turner. "Visually Impaired Children II: Intervention Strategies." School Psychology International 8, no. 4 (October 1987): 271–81. http://dx.doi.org/10.1177/014303438700800409.

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Using Maslow's (1973) Hierarchy of Basic Human Needs as an organizational scheme, this article offers an overview of interventions which are commonly used with visually impaired children. These strategies include: counselling parents to aid acceptance of their child, providing stimulation and enrichment to enhance psychological development, increasing visual efficiency, aiding orientation and mobility, decreasing undesirable behaviours, increasing social skills, fostering classroom acceptance, facilitating academic learning, and counselling the child to aid self-acceptance.

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7

Sowokinos, Janice W. "Computers and the Visually Impaired Kindergarten Child." Journal of Visual Impairment & Blindness 80, no. 3 (March 1986): 638–40. http://dx.doi.org/10.1177/0145482x8608000306.

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A monthly section highlighting the impact of technological development on consumers and the blindness/visual impairment field. We need your support. Please send news, reviews, and descriptions of new hardware, software, interfacing ideas, prototypes, training programs, job opportunities, volunteer usage, user evaluations, educational opportunities, exhibits—in short, anything and everything—to the Editor-in-Chief, Journal of Visual Impairment & Blindness, 15 W. 16th St., New York, NY 10011. In addition, we will attempt to direct reader queries to the appropriate experts, and publish questions and answers of general interest. Ideas and suggestions are welcomed.

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8

Wiemer, S. A., and T. R. Kratochwill. "Fears of Visually Impaired Children." Journal of Visual Impairment & Blindness 85, no. 3 (March 1991): 118–24. http://dx.doi.org/10.1177/0145482x9108500308.

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The study reported here examined the number, content, and intensity of fears of 42 visually impaired children, aged 5–18. All children were administered the Fear Survey for Children with and without Mental Retardation. To obtain a different perception of children's fears, the authors also asked residential child care counselors to complete the survey for the children. Although the children had many fears, there was little difference between the number of mild and severe fears. The children reported more fears of potentially physically dangerous and harmful situations than of psychologically harmful situations. The counselors’ reports generally disagreed with the children's. Methodological implications of assessing fears in handicapped populations are presented, along with future research directions.

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9

O'Donnell, David, and Margaret A. Crosswaite. "Dental Health Education for the Visually Impaired Child." Journal of the Royal Society of Health 110, no. 2 (April 1990): 60–61. http://dx.doi.org/10.1177/146642409011000209.

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10

Hancock, K., L. Wilgosh, and L. McDonald. "Parenting a Visually Impaired Child: The Mother's Perspective." Journal of Visual Impairment & Blindness 84, no. 8 (October 1990): 411–13. http://dx.doi.org/10.1177/0145482x9008400804.

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Six mothers of visually impaired children participated in semi-structured interviews. Three dominant themes emerged: 1) emotional issues, particularly surrounding the period of diagnoses; 2) coping strategies, which included the mother's personality, the child's attitude, and the use of support networks; 3) problems and concerns about relationships with professionals, the child's education, people's attitudes, and the amount of time involved in parenting. These themes are discussed in depth and compared with the studies of parenting children with other types of disabilities. The need for further research is explored.

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11

Austin, Keeva. "Meeting the needs of the visually impaired child." Practical Pre-School 1999, no. 14 (March 1999): 15–18. http://dx.doi.org/10.12968/prps.1999.1.14.41221.

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Austin, Keeva. "Meeting the needs of the visually impaired child." Practical Pre-School 2008, no. 88 (May 2008): 15–16. http://dx.doi.org/10.12968/prps.2008.1.88.38344.

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13

Groenveld, Maryke. "The Dilemma of Assessing the Visually Impaired Child." Developmental Medicine & Child Neurology 32, no. 12 (November 12, 2008): 1105–9. http://dx.doi.org/10.1111/j.1469-8749.1990.tb08531.x.

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14

Dekker, R., and F. D. Koole. "VISUALLY IMPAIRED CHILDREN'S VISUAL CHARACTERISTICS AND INTELLIGENCE." Developmental Medicine & Child Neurology 34, no. 2 (November 12, 2008): 123–33. http://dx.doi.org/10.1111/j.1469-8749.1992.tb14978.x.

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15

Markham, R., and S. Wyver. "When May a Child who is Visually Impaired Recognize a Face?" Journal of Visual Impairment & Blindness 90, no. 4 (July 1996): 325–32. http://dx.doi.org/10.1177/0145482x9609000407.

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The ability of school-age children who were visually impaired and their sighted peers to recognize faces was compared over seven tasks that were designed to detect both qualitative and quantitative differences between the two groups in this regard. Although no differences were found in the two groups’ ability to identify entire faces, the visually impaired children were at a disadvantage when part of the face, especially the eyes, was not visible. In addition, whereas children with better visual acuity seem to discriminate faces on the basis of internal features, children with worse visual acuity seem to be dependent on hair and the contour of faces.

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16

Raver-Lampman, S. A. "Effect of Gaze Direction on Evaluation of Visually Impaired Children by Informed Respondents." Journal of Visual Impairment & Blindness 84, no. 2 (February 1990): 67–70. http://dx.doi.org/10.1177/0145482x9008400203.

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Fifty subjects concerned and in continual interaction with visually impaired individuals were randomly assigned to view one of two videotapes. The tapes showed two visually impaired children without gaze direction and two with gaze direction, responding to a random set of questions from two adults sitting on either side of a child. Subjects viewed the same four children, although in different order and in opposite conditions. Analyses revealed that when a visually impaired child utilized gaze direction toward the questioner, the child was evaluated, by informed respondents, as being more intelligent and more socially competent than when the child did not use gaze direction.

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17

MOHAMAD ZAIN, MUHSONAT, NORLIZA MOHAMAD FADZIL, and ZAINORA MOHAMMED. "Measuring Vision Rehabilitation Outcomes on Visually Impaired Schoolchildren Using UKM-CHILD." Jurnal Sains Kesihatan Malaysia 15, no. 02 (January 15, 2017): 191–97. http://dx.doi.org/10.17576/jskm-2017-1502-25.

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18

Dodds, Allan G. "Encouraging Movement and Exploration in the Visually Impaired Child." British Journal of Visual Impairment 10, no. 1 (March 1992): 27. http://dx.doi.org/10.1177/026461969201000109.

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19

Williamson, W. Daniel, Murdina M. Desmond, Leora P. Andrew, and Rose N. Hicks. "Visually Impaired Infants in the 1980s." Clinical Pediatrics 26, no. 5 (May 1987): 241–44. http://dx.doi.org/10.1177/000992288702600505.

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20

Gelb, Steven A. "Stranger Responses to Visually Impaired Infants: Sequence and Content." Journal of Visual Impairment & Blindness 79, no. 6 (June 1985): 244–47. http://dx.doi.org/10.1177/0145482x8507900602.

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The parents of a visually impaired child are given a physical diagnosis of their child's condition but most construct their own social diagnosis. One important way they learn how their child is seen by others is through chance encounters with strangers in public places. Responses of strangers to their children were discussed by mothers of visually impaired infants in a discussion group that met for two and a half years. The sequence and content of three stages of interaction between strangers and visually impaired infants and their mothers are described along with a discussion of the effects of these encounters on mothers.

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21

Dekker, R. "VISUALLY IMPAIRED CHILDREN AND HAPTIC INTELLIGENCE TEST SCORES: INTELLIGENCE TEST FOR VISUALLY IMPAIRED CHILDREN (ITVIC)." Developmental Medicine & Child Neurology 35, no. 6 (November 12, 2008): 478–89. http://dx.doi.org/10.1111/j.1469-8749.1993.tb11678.x.

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22

Gill-Williamson, L. M. "The Impact of a Visually Impaired Parent on a Family's Decision Making." Journal of Visual Impairment & Blindness 85, no. 6 (June 1991): 246–48. http://dx.doi.org/10.1177/0145482x9108500603.

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This study compared the dynamics of decision making in intact families in which one parent is visually impaired (is blind or has low vision) and those in which both parents are sighted. It found that the child in a family with a visually impaired parent exerts more influence on the process of deciding to purchase goods and services than does a child in a family in which both parents are sighted.

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23

Miller-Wood, D. J., M. Efron, and T. A. Wood. "Use of Closed-Circuit Television with a Severely Visually Impaired Young Child." Journal of Visual Impairment & Blindness 84, no. 10 (December 1990): 559–65. http://dx.doi.org/10.1177/0145482x9008401020.

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The potential use of closed-circuit television with a young severely visually impaired girl was assessed to explore the development of visual skills related especially to the development of concepts. The subject underwent 63 training sessions over a six-month period. At the end of training, she could recognize lines, forms, shapes, letters, numbers, and words and could read short sentences. Informal brief replication efforts with four other subjects showed similar results.

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24

Jan, J. E., M. Groenveld, and A. M. Sykanda. "Light-Gazing By Visually Impaired Children." Developmental Medicine & Child Neurology 32, no. 9 (November 12, 2008): 755–59. http://dx.doi.org/10.1111/j.1469-8749.1990.tb08478.x.

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25

JAN, J. E. "Head Movements of Visually Impaired Children." Developmental Medicine & Child Neurology 33, no. 7 (November 12, 2008): 645–47. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14936.x.

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26

Stores, Gregory, and Paul Ramchandani. "Sleep disorders in visually impaired children." Developmental Medicine & Child Neurology 41, no. 5 (February 13, 2007): 348–52. http://dx.doi.org/10.1111/j.1469-8749.1999.tb00615.x.

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27

Jan, James E., Roger D. Freeman, Andrew Q. McCormick, Eileen P. Scott, William D. Robertson, and Donald E. Newman. "EYE-PRESSING BY VISUALLY IMPAIRED CHILDREN." Developmental Medicine & Child Neurology 25, no. 6 (November 12, 2008): 755–62. http://dx.doi.org/10.1111/j.1469-8749.1983.tb13844.x.

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28

Fazzi, Elisa, Maria Zaccagnino, Sheila Gahagan, Chiara Capsoni, Sabrina Signorini, Giada Ariaudo, Josè Lanners, and Simona Orcesi. "Sleep disturbances in visually impaired toddlers." Brain and Development 30, no. 9 (October 2008): 572–78. http://dx.doi.org/10.1016/j.braindev.2008.01.008.

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29

JACKSON, A. "The optometric assessment of the visually impaired infant and young child." Ophthalmic and Physiological Optics 19 (September 1999): S49—S62. http://dx.doi.org/10.1016/s0275-5408(99)00049-6.

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30

Ammerman, Robert T., Vincent B. Van Hasselt, and Michel Hersen. "Parent—Child Problem-Solving Interactions in Families of Visually Impaired Youth." Journal of Pediatric Psychology 16, no. 1 (1991): 87–101. http://dx.doi.org/10.1093/jpepsy/16.1.87.

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31

Schuster, Clara Shaw. "Sex Education of the Visually Impaired Child: The Role of Parents." Journal of Visual Impairment & Blindness 80, no. 4 (April 1986): 675–80. http://dx.doi.org/10.1177/0145482x8608000403.

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Sexuality is an integral part of one's self-concept. As such it effects mental health and social behaviors. Visually impaired children are deprived of the major mode of learning about gender differences and appropriate sexual conduct within our culture. Consequently, the primary caretaker or parents, who play a major role in the formation of a child's ego-identity, must reevaluate current social taboos against physical contact and generate naturalistic experiences to aid the child in the identification of gender differences, anatomical functioning, and interpersonal skills associated with expressing one's sexuality. Specific, age-appropriate intervention strategies for use within the family context are offered.

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32

Groenveld, M., J. E. Jan, and P. Leader. "Observations on the Habilitation of Children with Cortical Visual Impairment." Journal of Visual Impairment & Blindness 84, no. 1 (January 1990): 11–15. http://dx.doi.org/10.1177/0145482x9008400102.

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There is a radical difference between the visual habilitation of children with cortical visual impairment (CVI) and those with ocular visual loss. This article presents the experiences of a developmental psychologist, a child neurologist, and a teacher of the visually impaired who worked with CVI children for a number of years.

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33

Rubo de Sousa Nobre, Maria Inés, Edméa Rita Temporini, José Newton Kara, and Rita de Cássia letto Montilha. "Rehabilitation services for visually impaired children: early intervention or a long delay?" Revista Ocupación Humana 8, no. 4 (December 12, 2000): 40–54. http://dx.doi.org/10.25214/25907816.519.

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The following aspects related to the care of visually impaired children were surveyed in a Low-Vision Stimulation Service in order to contribute to the improvement of the services it offers: age of the child at the first ophthalmologic consultation; person responsible for identifying the problem; knowledge of mothers concerning the vision problem of their child; and, age of the child at the beginning of stimulation. Twentyfive mothers of visually impaired children with ages varying from birth to 4 years were interviewed. In a general way, the problem had been identified before the children were 6 months old; however, only 50.0% of them had been attended to up to this age. In the great majority of the cases it was the mother who first perceived the vision problem of her child (48.0%), followed by other members of the family (28.0%) and, physicians (24.0%). Although the mothers disclosed some knowledge on the technical terminology concerning vision problems, they used it incorrectly. The Authors suggest that ophthalmologists should play a more active part in the early referral of visually impaired children to vision stimulation services.

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34

Grosvenor, Ian, and Natasha Macnab. "'Seeing through touch': the material world of visually impaired children." Educar em Revista, no. 49 (September 2013): 39–57. http://dx.doi.org/10.1590/s0104-40602013000300004.

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This article examines the changing material world of the visually impaired child and the ways in which this has been viewed and understood by scholars, philosophers, educators and other commentators over time. It describes and analyses tactile encounters as they have been planned for by educators, museum curators and others, from the Age of the Enlightenment until the present day. It takes as its starting point a recent blog that appeared online in 2011, which posted images from handling sessions for the visually impaired child, organized by John Alfred Charlton Deas from Sunderland Museum, England, between 1913-1926. It traces the provenance and development of ideas around 'seeing through touch', from the embossed books and maps and the printing machines for systems such as Braille in the nineteenth century to the theoretical and pedagogical developments which began to occur at the start of the twentieth century.

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35

Moller, Marilyn A. "Working with Visually Impaired Children and Their Families." Pediatric Clinics of North America 40, no. 4 (August 1993): 881–90. http://dx.doi.org/10.1016/s0031-3955(16)38594-7.

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36

Bakhla, Ajay Kumar, Vinod Kumar Sinha, Vijay Verma, and Sujit Sarkhel. "Prevalence of psychiatric morbidity in visually impaired children." Indian Pediatrics 48, no. 3 (March 2011): 225–27. http://dx.doi.org/10.1007/s13312-011-0050-9.

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37

Nixon, Howard L. "Getting Over the Worry Hurdle: Parental Encouragement and the Sports Involvement of Visually Impaired Children and Youths." Adapted Physical Activity Quarterly 5, no. 1 (January 1988): 29–43. http://dx.doi.org/10.1123/apaq.5.1.29.

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This paper addresses how parents encourage or discourage sports involvement by their visually impaired offspring, the types of sports involvement these children pursue, and the effects of parental encouragement on sports involvement. It analyzes new evidence from a study of parental adjustment to a visually impaired child. The evidence was derived mainly from open-ended, in-depth interviews of parents of 18 partially sighted and totally blind children who had attended public school. There were 15 mothers and 9 fathers in the 16 families who were interviewed, and 2 of the families had 2 visually impaired children. Additional data were provided through interviews with 14 professionals and volunteers from various fields who had sports-related experiences or observations of visually impaired children and their families. Four major forms of parental encouragement and discouragement were identified: strong encouragers, weak encouragers, tolerators, and discouragers. The predominance of the latter three helped explain the dominant patterns of limited involvement in sport by visually impaired children. Implications of these findings for mainstreaming and appropriate integration also are considered.

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38

Bane, Mark C., and Eileen E. Birch. "VEP Acuity, FPL Acuity, and Visual Behavior of Visually Impaired Children." Journal of Pediatric Ophthalmology and Strabismus 29, no. 4 (July 1, 1992): 202–9. http://dx.doi.org/10.3928/0191-3913-19920701-04.

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39

Chaudhary, Shreya. "MY CHILD’S DISABILITY AND ME”: IMPACT OF CHILD DISABILITY ON MATERNAL QUALITY OF LIFE AND COPING STRATEGY." Journal of University of Shanghai for Science and Technology 23, no. 07 (August 1, 2021): 1406–18. http://dx.doi.org/10.51201/jusst/21/07331.

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The birth of differently-abled child brings huge impact on the life of parents. This condition results in adverse impact on quality of life of parents. The study examined the components of quality of life and coping strategies of mothers of children with visual impairment, hearing impairment, locomotor disability, and intellectual disability. This was a cross-sectional, ex-post facto research study. The statistical population included the mothers of differently abled children. 200 mothers of differently-abled children participated in the study. WHOQOL-BREF and Coping strategies scale was used for data collection. Findings revealed that the quality of life has statistically significant difference among the mothers of visually impaired, hearing-impaired children and mothers of locomotor disabled and intellectually disabled children. The mothers of visually impaired and hearing-impaired children use approach coping more than the mothers of intellectually disabled and locomotor disabled children. The avoidance coping is used more by mothers of locomotor disabled children followed by mothers of intellectually disabled children. Efficient social skill training programs should be provided to enhance their social network and quality of life. The professionals should also assess the needs, potential problems of mothers and integrate effective strategies with the treatment of their children.

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40

Suvorova, R. A., and A. R. Sharipov. "Microsocial environment and psychosomatic pairing in families with a visually impaired child." Modern technologies in ophtalmology, no. 4 (December 7, 2020): 31–32. http://dx.doi.org/10.25276/2312-4911-2020-4-31-32.

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41

Morsley, Kim, Christopher Spencer, and Kate Baybutt. "Two techniques for encouraging movement and exploration in the visually impaired child." British Journal of Visual Impairment 9, no. 3 (November 1991): 75–78. http://dx.doi.org/10.1177/026461969100900303.

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42

Mohamed, Amany A., Aml S. A. Abdelrahem, and Sanaa M. Ahmed. "Behavioral Problems among Visually Impaired Children Studying at Special School for Blindness." Evidence-Based Nursing Research 1, no. 2 (July 8, 2019): 10. http://dx.doi.org/10.47104/ebnrojs3.v1i2.49.

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Background: Visual impairment and blindness are significant ophthalmic disorders around the world. Behavioral problems in visually impaired children considered as one of the most serious health problems. Aim: The study aimed to assess behavioral problems among visually impaired children studying at a special school for blindness and assess the association between behavioral problems scores and selected demographic variables of studied children. Methods: The research design adopted for this study was descriptive correlational design. Sample: A purposive sample composed of one hundred and one (101) parents of children with visual impairment. Setting: The children studying at El Nour School for blindness in Minia city. Tools: The data were collected using the parents' interview questionnaire and Child Behavior Checklist/4-18 (CBCL/4-18). Results: Withdrawn syndrome represented the highest clinical level among the studied children, followed by clinical aggressive behavior. Also, less than a fifth of them had clinical internalizing problems, and 17.8% of them had clinical externalizing problems. A highly statistically significant correlation revealed between the score of total behavior syndromes and age of studied children. Conclusion: Visually impaired children had problems in the total social competence score and all its subscales. About one-third of them had borderline and clinical problems regarding total score of behavioral syndromes. Also, internalized and externalized problems had reported. The study recommended further intervention studies are necessary, which include parents' class about behavioral problems of visually impaired children and methods to limit its effect on children life.

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43

Behl, D. D., J. F. Akers, G. C. Boyce, and M. J. Taylor. "Do Mothers Interact Differently with Children who are Visually Impaired?" Journal of Visual Impairment & Blindness 90, no. 6 (November 1996): 501–11. http://dx.doi.org/10.1177/0145482x9609000608.

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This study compared the interaction behaviors of mothers of young children with visual impairments to those of mothers of mildly delayed children with normal sight in a free-play setting using videotapes of mother-child dyads. The children were matched according to chronological age, as well as developmental age. It was found that the mothers of children with visual impairments were more physically involved with their children, used more controlling strategies, and spoke more to them than did the mothers of fully sighted children.

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44

BOZIC, N. M., E. W. HILL, and M. J. TOBIN. "Pre-school visually impaired children: visual stimulation and micro-computers." Child: Care, Health and Development 19, no. 1 (January 1993): 25–35. http://dx.doi.org/10.1111/j.1365-2214.1993.tb00710.x.

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45

Bigelow, Ann E. "The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children." International Journal of Behavioral Development 14, no. 3 (September 1991): 273–83. http://dx.doi.org/10.1177/016502549101400302.

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Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

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46

Jan, J. E., K. Farrell, P. K. Wong, and A. Q. McCormick. "EYE AND HEAD MOVEMENTS OF VISUALLY IMPAIRED CHILDREN." Developmental Medicine & Child Neurology 28, no. 3 (November 12, 2008): 285–93. http://dx.doi.org/10.1111/j.1469-8749.1986.tb03874.x.

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47

Barbieri, Mayara Caroline, Gabriela Van Der Zwaan Broekman Castro, Monika Wernet, Regina Aparecida Garcia de Lima, and Giselle Dupas. "School experience of the child and adolescent with visual impairment: family experience." Revista Brasileira de Enfermagem 72, suppl 3 (December 2019): 132–38. http://dx.doi.org/10.1590/0034-7167-2018-0254.

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ABSTRACT Objective: to understand the experience of families about school experiences of children and adolescents with visual impairment. Method: a qualitative study developed through the Symbolic Interactionism and narrative research. Data were collected through a semi-structured recorded interview, with eleven families of children/adolescents with visual impairment, totaling 40 participants. Results: two phenomena emerged: “exclusion context” and “impaired school performance”. Prejudice experienced at school brings devastating consequences to the life of the visually impaired child/adolescent and his family. Isolation occurs, difficulty adapting to the support resource and deficits in school performance. Final considerations: production contributes to awakening professionals involved with the assistance of these people. Effective participation of health professionals in this area is required to develop actions with students, teachers and families, aimed at meeting the needs of learning and health promotion, inclusion, and respect for differences.

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48

Bolduc, M., J. Gresset, S. Sanschagrin, and J. Thibodeau. "A Model for the Efficient Interdisciplinary Assessment of Young Visually Impaired Children." Journal of Visual Impairment & Blindness 87, no. 10 (December 1993): 410–14. http://dx.doi.org/10.1177/0145482x9308701008.

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This article presents a model for an efficient assessment of young visually impaired children and children with multiple handicaps using a team that simultaneously observes various aspects of the child's functioning to gain an understanding of the child as a whole.

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49

Aki, E., and H. Kayıhan. "Relationship between visual perception training and reading speed on visually impaired children." European Journal of Paediatric Neurology 12 (May 2008): S70. http://dx.doi.org/10.1016/s1090-3798(08)70239-3.

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50

Wohl, Aryeh, and Shari Eshet. "Building a Learning Readiness Program for the Mainstreamed Visually Impaired Child in Israel." Journal of Visual Impairment & Blindness 79, no. 7 (September 1985): 312–16. http://dx.doi.org/10.1177/0145482x8507900707.

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The first two parts of a four-part program projected for the education of visually impaired children in a mainstreamed setting is here presented, with exposition of the overall purpose and the difficulties involved. The main object is the teaching of braille reading. Emphasis is placed on the individualized program for general reading-readiness skills, called, “I'm On My Way.”

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Journal articles on the topic 'Visually impaired child'

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