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Relevant bibliographies by topics / Visually impaired children

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Academic literature on the topic 'Visually impaired children'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Visually impaired children"

1

CLARKE, M. P., K. W. MITCHELL;, C. S. HOYT, and D. R. FREDRICK. "Cortically visually impaired children." British Journal of Ophthalmology 83, no. 6 (June 1, 1999): 759a. http://dx.doi.org/10.1136/bjo.83.6.759a.

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Turner, Barbara D., and William P. Erchul. "Visually Impaired Children I." School Psychology International 8, no. 2-3 (April 1987): 105–15. http://dx.doi.org/10.1177/0143034387082006.

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Van Delden, Geert W. "Teaching visually impaired children." Visual Impairment Research 1, no. 1 (January 1999): 53–57. http://dx.doi.org/10.1076/vimr.1.1.53.4448.

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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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Good, William V. "Behaviors of Visually Impaired Children." Seminars in Ophthalmology 6, no. 4 (January 1991): 158–60. http://dx.doi.org/10.3109/08820539109060195.

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Maćešić-Petrović, Dragana, Vesna Vućinić, Branka Jablan, and Branka Eškirović. "Attention in visually impaired children." International Congress Series 1282 (September 2005): 635–39. http://dx.doi.org/10.1016/j.ics.2005.04.018.

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Bishop, V. E. "Preschool Visually Impaired Children: A Demographic Study." Journal of Visual Impairment & Blindness 85, no. 2 (February 1991): 69–74. http://dx.doi.org/10.1177/0145482x9108500207.

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Intervention services for preschool visually impaired children are known to be critical, but identification and referral must occur before services can be provided. With the passage of P.L. 99-457, services are now mandatory for handicapped children from birth. This study examined a number of demographic factors related to the population of handicapped preschoolers who are visually impaired. Among the data collected were the number of children, their visual diagnoses, the source of referral, the types of services provided, the certification of teachers, and how P.L. 99-457 is perceived to be related to visually impaired infants and young children.

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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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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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Navarro, Andréa Sanchez, Marcia Maiumi Fukujima, Sissy Veloso Fontes, Sandro Luiz de Andrade Matas, and Gilmar Fernandes do Prado. "Balance and motor coordination are not fully developed in 7 years old blind children." Arquivos de Neuro-Psiquiatria 62, no. 3a (September 2004): 654–57. http://dx.doi.org/10.1590/s0004-282x2004000400016.

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Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

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Dissertations / Theses on the topic "Visually impaired children"

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Roe, Maria Joao Lopes da Purificacao Windsor. "Peer relationships, play and language of visually impaired children." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/1be5043c-d150-47ae-b1a8-7a214cc7ed51.

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Lam, Suk-yin Jennie. "Confusion of tones in visually-impaired children using Cantonese braille." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31953797.

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Lam, Suk-yin Jennie, and 林淑賢. "Confusion of tones in visually-impaired children using Cantonese braille." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953797.

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Arocha, Saher José de Jesús. "The design of an auditory-cued, interactive space for visually-impaired children." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/39390.

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Damaj, Maha Ghazi. "The social construction of disabling identities : severely visually impaired children in Lebanon." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2008. http://researchonline.lshtm.ac.uk/1300447/.

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The purpose of this study is to investigate the current Lebanese social policy and practices concerning disabled children in general and visually impaired children in particular on the social construction of disabling identities. This is relevant to current national and global disability rights movements, which infrequently take children and their specific issues into consideration. It is particularly pertinent to Lebanon which passed its first rights-based disability law in 2000 and continues to struggle with its implementation. This study was conducted through an organisational ethnography of a residential institution for children with severe visual impairments and was supplemented by interviews with the children, some members of their families, teachers, staff and alumni from the institution, as well as participant observation sessions at integrative settings, and interviews with parents and activists pursuing inclusion. The analysis focused on investigating the inclusionary versus exclusionary nature of policy and practice; the availability of mechanisms allowing for children's participation in these contexts; and the impact of these practices on the self-identities of disabled children. Theoretically, the analysis built on current literature in disability studies and the sociology of childhood, as well as drawing on Foucauldian ideas of power, control and surveillance and applying Goffman's concepts of stigma and the concept of a total institution. The findings show that rights based legislation cannot on its own result in inclusive changes of policy and practice. In the absence of implementation mechanisms, practices remain predominantly exclusionary, with no effective mechanisms for the meaningful participation of parents or children, eventually socialising the children into disabled identities. Children 8 - 12 years of age were not exhibiting any noticeable resistance to the systems of control, and had adopted the discriminatory values relating to disability exhibited around them.

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Yiu, Siu-wah Lucy. "Self-concept of visually impaired students in a mainstream secondary school in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057386.

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Yu, Ka-man. "Fostering the communication capability of visually and speech impaired students." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472522.

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Varghese, Bobby John. "Oral health status and attitudes of visually impaired children and adolescents in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22096139.

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Bene, Cheryl Renee. "Visually displayed-EMG biofeedback : training muscle relaxation in hearing impaired children :a thesis." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/505.

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The purpose of the present study was to test the use of visually displayed EMG biofeedback as a means for training hearing impaired adolescents to reduce anterior temporalis or frontalis muscle tension . Five male and four female hearing impaired students between the ages of 13 and 15 were chosen from the California School for the Deaf, Fremont, CA to serve as participants. Each participant was randomly assigned to either an experimental or control condition. Participants in the experimental groups were given five 15 minute EMG biofeedback training sessions. An additional group of 4 adolescents with normal hearing from Marshall Junior High School, Stockton, CA served as a hearing control group. The dependent measure was a 5 minute pretest and post-test measurement of muscle tension (in microvolts). Split-plot analyses were performed to determine if there were significant differences between a ) the .hearing impaired experimental and the hearing impaired control groups, b) the hearing impaired control and the hearing control groups, and c) the hearing impaired experimental group and the hearing control group. Results of the analyses showed that at post-test both the hearing impaired experimental group and the hearing control group showed a significant decrease in muscle tension F(1,7)=5.85 p< .05. The interaction was nonsignificant. Comparison of the two control groups showed that at post-test the two groups were not significantly different in levels of muscle tension. The comparison between the hearing impaired experimental and the hearing control groups resulted in a significant interaction (Group X Time of Testing) F( 1,6)=9.47, p=.02, and the main effect for time of testing approached significance.

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Rustige, Cindy L. "Maternal reactions, home environment, and the self-esteem of eight visually impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29210.

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This study investigated the relationship among maternal reactions to visual impairment, home environment, and the self-esteem of eight visually impaired children. Educational research has clearly isolated a correlation between self-esteem, academic performance, and behavior. The premise of this study was that visually impaired children who perceived their home environments as supportive and nurturing; and who had parents, particularly mothers who accepted their loss of vision, would feel better about themselves more so than visually impaired children who held predominantly negative perceptions. The study also compared children's, mothers' and teachers' perceptions of the child's self-esteem. The subjects were 8 visually impaired children between the ages of 5 and 8, their mothers, and their integrating teachers. A questionnaire pertaining to children's self-esteem was circulated to teachers and mothers. Children were interviewed separately. Results indicated that the climate of the home was associated with both the use of functional vision and self-esteem in visually impaired children. The findings are congruent with educational and humanistic-phenomenological theory, and support the hypothesis that children's behavior and perceptions of themselves are influenced by the reflections of 'significant others', particularly their parents.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
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Books on the topic "Visually impaired children"

1

Bishop, Virginia E. Teaching visually impaired children. 2nd ed. Springfield, Ill: Charles C Thomas, 1996.

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2

Chen, Deborah. Parents and visually impaired infants. Louisville, KY (P.O. Box 6085, Louisville 40206-0085): PAVII Project and American Print. House for the Blind, 1989.

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3

National Association of State Directors of Special Education (U.S.). Blind and visually impaired students: Educational service guidelines. Watertown, MA: Perkins School for the Blind, 1999.

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4

Fraser, Brian. Distance learning course for teachers of visually impaired children. Birmingham: School of Education, University of Birmingham., 1993.

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5

people, Action for blind. Disability working allowance: A guide for visually impaired children. London: Action for blind people, 1998.

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6

Connecticut. General Assembly. Legislative Program Review and Investigations Committee. Educational services for children who are blind or visually impaired. Hartford, CT: The Assembly, 2000.

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7

Brown, Donnise. The Oregon project for visually impaired and blind preschool children. 3rd ed. Medford, OR: Jackson Education Service District, 1986.

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8

Jones, Jacqueline A. Teaching art to visually impaired children in mainstream primary schools. [Guildford]: [University of Surrey], 1995.

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9

Brown, Donnise. The Oregon project for visually impaired and blind preschool children. 3rd ed. Medford,OR: Jackson Education Service District, 1986.

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10

Stratton, Josephine. On the way to literacy: Early experiences for visually impaired children. Louisville, Ky: American Print. House for the Blind, 1991.

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Book chapters on the topic "Visually impaired children"

1

Knox, Keith. "Visually Impaired Children." In Teacher Information Pack 4: Physical, 217–28. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09003-7_24.

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Nawrocka-Łabuś, Krystyna. "Spatial Orientation in Children: A Tyflological Approach." In Mobility of Visually Impaired People, 263–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54446-5_9.

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3

Buaud, Aurélie, Harry Svensson, Dominique Archambault, and Dominique Burger. "Multimedia Games for Visually Impaired Children." In Lecture Notes in Computer Science, 173–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_38.

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Gupta, Anupriya, Lokesh Fulfagar, and Pankaj Upadhyay. "Co-designing with Visually Impaired Children." In Design for Tomorrow—Volume 2, 429–39. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0119-4_35.

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Giannopulu, Irini. "Visuo-Vestibular and Somesthetic Contributions to Spatial Navigation in Children and Adults." In Mobility of Visually Impaired People, 201–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54446-5_7.

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Jedynak, Małgorzata. "Gifted Visually Impaired Children Learning Foreign Languages." In Second Language Learning and Teaching, 337–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_21.

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Corley, Glanetta, and Linda Pring. "The Inner Life of Visually Impaired Children." In The Inner Life of Children with Special Needs, 1–14. London, England: Whurr Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470699089.ch1.

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8

Hyvärinen, Lea. "Development of Vision in Visually Impaired Children." In Documenta Ophthalmologica Proceedings Series, 63–66. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4263-9_7.

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9

Orlansky, Michael D. "Assessment of Visually Impaired Infants and Preschool Children." In Assessment of Young Developmentally Disabled Children, 93–107. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9306-2_6.

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Talib, Ruhiyati Idayu Abu, Predrag K. Nikolic, Mohd Shahrizal Sunar, and Rui Prada. "Smart Collaborative Learning Environment for Visually Impaired Children." In Mobility Internet of Things 2018, 485–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30911-4_34.

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Conference papers on the topic "Visually impaired children"

1

Adusei, Marian, and DoYoung Lee. ""Clicks" Appcessory for Visually Impaired Children." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3049275.

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Pires, Ana Cristina, Filipa Rocha, Antonio José de Barros Neto, Hugo Simão, Hugo Nicolau, and Tiago Guerreiro. "Exploring accessible programming with educators and visually impaired children." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3392063.3394437.

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Archambault, Dominique, and Damien Olivier. "How to make games for visually impaired children." In the 2005 ACM SIGCHI International Conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1178477.1178578.

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Patom�ki, Saija. "Multimodal interfaces and applications for visually impaired children." In the 6th international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027933.1028009.

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Sabuncuoglu, Alpay. "Tangible Music Programming Blocks for Visually Impaired Children." In TEI '20: Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3374920.3374939.

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Pires, Ana Cristina, Sebastian Marichal, Fernando Gonzalez-Perilli, Ewelina Bakala, Bruno Fleischer, Gustavo Sansone, and Tiago Guerreiro. "A Tangible Math Game for Visually Impaired Children." In ASSETS '19: The 21st International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308561.3354596.

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Patom�ki, Saija, Roope Raisamo, Jouni Salo, Virpi Pasto, and Arto Hippula. "Experiences on haptic interfaces for visually impaired young children." In the 6th international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027933.1027979.

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Freeman, Euan, Graham Wilson, and Stephen Brewster. "Automatically Adapting Home Lighting to Assist Visually Impaired Children." In NordiCHI '16: 9th Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2971485.2996742.

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Freeman, Euan, and Stephen Brewster. "Using Sound to Help Visually Impaired Children Play Independently." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2892534.

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Martínez Sandoval, Carlos A., Salvador Alejandro Sánchez Silva, and Natalia Trujillo Monterrosa. "How to Carry Out Usability Studies with Visually Impaired Children." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299037.

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