Teaching Visually Impaired Children

by Bishop, Virginia E.; Barraga, Natalie C.; Denzler, Charles; Broussard, Liz (CON)

• ISBN13: 9780398074777
• ISBN10: 0398074771
• Edition: 3rd
• Format: Paperback
• Copyright: 2004-04-01
• Publisher: Charles C Thomas Pub Ltd

Table of Contents

Foreword	vii
Preface	ix
PART ONE: VISION
Chapter One: What Is Vision and How Does It Work?	5	(9)
Introduction	5	(1)
The Visual System	6	(1)
The Optical System	7	(4)
The Perceptual System	11	(1)
Summary	12	(2)
Chapter Two: Development of the Visual System: Prenatally, at Birth, and Postnatally	14	(8)
Embryological Origins	14	(1)
Prenatal Visual Development	15	(2)
The Visual System at Birth	17	(1)
Visual Development During the First Two Years	17	(5)
Chapter Three: What Can Go Wrong with the Visual System?	22	(9)
Structural Anomalies	22	(1)
Extraocular Muscle Imbalances	22	(1)
Refractive Errors	23	(1)
Diseases or Defects	24	(2)
Optic Nerve Defects	26	(1)
Injuries	27	(1)
The Effects of Prematurity and Dysmaturity on the Visual System	28	(1)
CVI: A Special Case	29	(2)
Chapter Four: How is the Visual System Evaluated/Tested?	31	(8)
Definitions of Visual Impairment	37	(2)
Chapter Five: How Can a Visual System Be Improved or Enhanced When Impaired?	39	(10)
Optical Devices	39	(3)
Nonoptical Vision Enhancement	42	(1)
The Future of Visual Enhancement	43	(2)
Summary	45	(1)
References and Recommended Reading	45	(4)
PART TWO: LEARNING
Chapter Six: Learning Theory	49	(13)
Introduction	49	(3)
The Brain	52	(3)
Assumptions About the Brain	55	(1)
Learning Theory	56	(1)
The Role of Vision in Development and Learning	57	(2)
How Does a Visual Impairment Affect Learning?	59	(2)
References and Recommended Reading	61	(1)
Chapter Seven: How Does a Visual Impairment Affect
Early Development?	62	(1)
Introduction	62	(1)
Project PRISM	63	(1)
Current Practice	64	(2)
Motor Development	66	(2)
Cognitive Development	68	(1)
Language Development	69	(1)
Self-Help Skills	70	(1)
Self-Concept	70	(1)
Social Skills	71	(1)
Preschool Intervention	71	(6)
References and Recommended Reading	77	(2)
Videos	79	(2)
Chapter Eight: How Does a Visual Impairment Affect Education in General?	81	(32)
Introduction	81	(1)
Preschool	82	(7)
Primary Grades	89	(5)
Elementary Grades and Middle School	94	(16)
Secondary School and Beyond	110	(1)
Summary	111	(1)
References and Recommended Reading	112	(1)
Chapter Nine: The Expanded Core Curriculum: The Special Skills Needed by a Visually Impaired Student	113	(39)
Introduction	113	(2)
Sensory Skills	115	(4)
Motor Skills	119	(1)
Concept Development	119	(1)
Communication Skills	120	(7)
Technology	127	(3)
Tactual/Visual Graphics	130	(3)
Organizational and Study Skills	133	(1)
Social Skills	134	(3)
Self-Help/Daily Living Skills	137	(2)
Human Sexuality	139	(1)
Using Low Vision Devices	140	(1)
Leisure/Recreation Skills	140	(5)
Career Awareness/Job Readiness	145	(2)
Self-Advocacy and Information Access	147	(1)
Orientation and Mobility	148	(1)
"Independence is the Name of the Game"	149	(1)
References and Recommended Reading	150	(2)
Chapter Ten: What About Multiple Disabilities?	152	(14)
Introduction	152	(1)
Hearing Impairment	153	(1)
Speech and Language Disorders	154	(1)
Cerebral Palsy	155	(1)
Mental Retardation	156	(2)
Learning Disability	158	(1)
Emotional Disturbance	158	(2)
Multiple Disabilities	160	(1)
The Role of the TVI with Visually Impaired Students Who Have Multiple Disabilities	161	(2)
References and Recommended Reading	163	(1)
Videos	164	(2)
Chapter Eleven: Gifted Children Who Are Visually Impaired: A Special Case	166	(16)
Introduction	166	(1)
What is Giftedness?	167	(1)
How Do You Become Gifted?	168	(1)
What Makes Gifted Children So Different?	169	(2)
What Are/Should Be the Instructional Implications for Gifted Learners?	171	(1)
Giftedness and Visual Impairment	171	(1)
How Can We Identify Giftedness in Visually Impaired Children?	172	(2)
How Can We Best Serve Visually Impaired Students Who are Also Gifted?	174	(6)
References and Recommended Reading	180	(2)
Chapter Twelve: The Learning Environment	182	(15)
Introduction	182	(1)
The Continuum/Array	182	(2)
Inclusion: Placement, Process, or Goal?	184	(4)
What is the "Most Appropriate Placement?"	188	(2)
The TVI: Roles and Responsibilities	190	(3)
References and Recommended Reading	193	(4)
PART THREE: TESTING AND TRANSITIONS
Introduction	197	(2)
Chapter Thirteen: Referral and Teams	199	(9)
Multidisciplinary Teams	200	(1)
Interdisciplinary Teams	201	(2)
Transdisciplinary Teams	203	(1)
A Comparison of the Models	204	(1)
The Decision-Making Process	205	(3)
Chapter Fourteen: Comprehensive Assessments	208	(13)
Terms Related to Testing	208	(3)
Purpose of Testing	211	(1)
Sequence of Testing	212	(1)
Who Tests What?	213	(1)
Modified Assessments	213	(6)
How to Report Test Results	219	(1)
References and Recommended Reading	220	(1)
Chapter Fifteen: Establishing Eligibility	221	(9)
Functional Vision Evaluation (FVE)	223	(2)
The Functional Vision Evaluation Kit	225	(1)
Writing the Final Report	226	(1)
The Learning Media Assessment (LMA)	227	(2)
References and Recommended Reading	229	(1)
Chapter Sixteen: Other Vision-related Assessments	230	(10)
The Low Vision Evaluation	230	(1)
The O&M Evaluation	231	(1)
The Assistive Technology Evaluation	232	(2)
Developmental Scales	234	(2)
Measures of Parent/Family Needs	236	(2)
References and Recommended Reading	238	(2)
Chapter Seventeen: Expanded Core Curriculum (ECC) Assessments	240	(7)
Tests to Evaluate Areas of the Expanded Core Curriculum	241	(4)
References and Recommended Reading	245	(2)
Chapter Eighteen: Goal-Based Planning	247	(7)
Establishing Needs	247	(2)
Setting Goals	249	(2)
A Final Note About Goal-Based Planning	251	(1)
References and Recommended Reading	252	(2)
Chapter Nineteen: Diagnostic Teaching	254	(5)
Reasons for Errors	254	(1)
Error Analysis	255	(1)
Process-Error Analysis	256	(1)
Task Analysis	256	(1)
Concept Analysis	256	(1)
Tool/Skill Analysis	257	(1)
Summary	257	(1)
References and Recommended Reading	257	(2)
Chapter Twenty: Transitions	259	(10)
Planning for Change	259	(1)
Transitions	260	(6)
References and Recommended Reading	266	(3)
Appendices
A. Listening Games and Activities	269	(12)
B. Typing Lessons	281	(15)
C. Handwriting Guide Using the Braille Cell Format	296	(1)
D. Markers for an Exemplary Gifted Program	297	(1)
E. Assessment Instruments	298	(7)
F. Resources	305	(11)
G. A Time Line of Events Related to the Education of Children With Visual Impairment	316	(5)
Glossary	321	(10)
Index	331