The learning needs of blind and visually impaired children can be divided into three categories: needs that are met by adapting the curriculum, needs that are met by changes in methodology, and developmental and educational needs that are unique to these children. To fulfill the needs in each category, it is essential that instruction be provided by special teachers of the visually impaired who are knowledgeable of the effects of the loss of vision on learning, trained in effective methods of adaptation and remediation, and sensitized to the emotional needs of this population.
Get full access to this article
View all access options for this article.
References
1.
American Foundation for the Blind. (1957). Itinerant teaching service for blind children: Proceedings of a national work session held at Bear Mountain, New York, August 20-24, 1956.New York: Author.
2.
California State Department of Education (in press). California guidelines for programs providing instruction and services to visually impaired students.Sacramento: Author.
3.
CatonH., PesterE., and BradleyE.J. (1980). Patterns: The primary braille reading program.Louisville, KY: American Printing House for the Blind.
4.
Does it belong? (1983). Grand Haven, MI: School Zone Publishing.
5.
HansonM.J., and HanlineM.F. (1984). Behavioral competencies and outcomes: The effects of disorders. In HansonM.J. (Ed.), Atypical infant development (pp. 109–177). Baltimore, MD: University Park Press.
6.
HobinM., and LindstromV. (1980). Evidence of isolation in the mainstream.Journal of Visual Impairment & Blindness, 74, 289–292.
7.
MangoldS. (1977). The Mangold developmental program of tactile perception and braille letter recognition.Castro Valley, CA: Exceptional Teaching Aids.
8.
Project MAVIS. (1979). Boulder, CO: Social Science Education Consortium.
9.
Science activities for the visually impaired. (1977). Berkeley, CA: Lawrence Hall of Science, University of California.
10.
SpunginS.J. (1984). The role and function of the teacher of the visually handicapped. In SchollG.T. (Ed.), Quality services for blind and visually handicapped learners: Statement of position (pp. 30–34). Reston, VA: Division of the Visually Handicapped, Council for Exceptional Children.
11.
StephensB., FitzgeraldJ., HittJ., and GrubeC. (1980). Student activity guide: A Piagetian perspective.Chicago: Stoelting.
