Education Update - Careers in physical education from Hunter College, he was ready to work. So, when his professor suggested that he use his skills to teach people who are blind to http://www.educationupdate.com/archives/2001/sept01/pages/careers_otmteacher.htm
Extractions: By M.C. Cohen When they first start to move independently, without the aid of a person to guide them, says Filan, in his 28 th year with The Jewish Guild for the Blind, its especially fearful and challenging. Filan, a Brooklyn native, had not planned on spending almost his entire working life working with children who are blind. But, after watching Filan work, it only takes seconds to see that he doesnt doubt that his career choice is a winner. At the outset I was hooked, says Filan, who originally started out to be a general physical education teacher. It takes a very sensitive, hard working person to motivate children who are visually impaired and multiply disabled to be independent travelers. That is the single most important thing we can do for them. As it turned out, the best thing that could have happened to Filan was that in the early 1970s, thanks to the citys budgetary woes, there were no public school gym teaching jobs available. And, having just gotten his degree in physical education from Hunter College, he was ready to work. So, when his professor suggested that he use his skills to teach people who are blind to travel around Filan was eager to give it a try.
Division Of Teacher Quality And Urban Education - Teacher Certification early childhood special education (B3); blind and partially for the areas of drivers education, English for hold a certificate of license to teach or must http://www.dese.state.mo.us/divteachqual/teachcert/certclass.html
Extractions: They are: A baccalaureate degree from a college/university having a teacher education program approved by the Missouri Department of Elementary and Secondary Education or from a college/university having a teacher education program approved by the state education agency in states other than Missouri; The applicant must complete the required Praxis test(s). (If you completed your teacher education program and were certificated before September 1, 1990, you are exempt from this requirement.) A list of the Missouri Specialty Area Tests with the qualifying scores can be found on the DESE website; and
Division Of Teacher Quality And Urban Education - Teacher Certification early childhood special education (B3); blind and partially for the areas of driver s education, English for hold a certificate of license to teach or must http://www.dese.state.mo.us/divteachqual/teachcert/tacmocert.html
Extractions: The temporary authorization certificate will not include elementary (1-6); early childhood (B-3); early childhood special education (B-3); blind and partially sighted (K-12); and/or deaf and hearing impaired (K-12) areas. Applicants for the areas of driver's education, English for Speakers of other languages, gifted, and special reading must already hold a certificate of license to teach or must seek a certificate of license to teach in a stand-alone area. EDUCATOR CERTIFICATION HOME PAGE Missouri Department of Elementary and Secondary Education
NFB OF MN, 75TH ANNIVERSARY COMPILATION is supposed to ensure that every legally blind child in to ensure that the teachers who teach Braille know many years the only source of education for newly http://members.tcq.net/nfbmn/hist/educ.htm
Extractions: by Peggy Chong A quality education for all blind children and adults, whether in a public school setting or at the state school for the blind, has always been of concern to the organized blind movement. The generation coming up is the future and hope for the current generation. The Braille and Sight Saving School in Faribault (now known as the State Academy for the Blind) has been the primary concern of the organization over most of our history. For nearly 100 years, the school was the only effective means of educating blind children. This special school for the blind was established to teach blind children because local schools could not do so. Sighted teachers had no training in Braille or other needed skills, and the number of blind children was too low to justify hiring special teachers in each school district. It was not that the organization felt that blind children would always get a better education at Faribault. However, it believed the parents should choose where their child would be educated. The organization was always ready to testify and lend support to the school whenever the idea of merging the school with the School for the Deaf was brought up. It seemed like about every 15 to 20 years, someone would want to merge the school or do away with it all together.
Henshaws Society For Blind People Education And Training needs of people who are blind or partially Vocational Certificate Mobility Training in Educational Settings This and skills required to teach mobility and http://www.hsbp.co.uk/VisualImpairment.htm
Extractions: This programme covers the knowledge and skills required to teach mobility and orientation skills and techniques to children and young adults up to age 18 and provides a professional qualification for teachers and teaching support staff. Participants must be employed within an educational setting for the duration of the course.
Henshaws Society For Blind People Education And Training needs of people who are blind or partially Vocational Certificate Mobility Training in Educational Settings This and skills required to teach mobility and http://www.hsbp.co.uk/graphical/services/edu_school.html
Extractions: The School shares a 12-acre campus with Henshaws College on the outskirts of Harrogate, North Yorkshire. The College provides education and independence training for 60 visually impaired students, many of whom have additional special needs. Sharing a campus with the College provides a stimulating environment and a range of resources which enhance the School's training provision.
About Art Education For Blind and The National Federation of the blind have polled educational facilities and found a need and demand for educational materials designed to teach art history http://www.artseducation.info/about.html
Extractions: Founded by Elisabeth Salzhauer Axel in 1987, Art Education for the Blind, Inc. (AEB) is committed to the belief that blind and visually impaired individuals can and should be provided with the perceptual information necessary to have full intellectual understanding of the history and the culture of our world. With this goal in mind, Art Education for the Blind is providing access to art history and art appreciation to blind and visually impaired individuals. This is accomplished through specific programs, and through the development of educational materials suitable for use by blind and visually impaired individuals in museums, in educational institutions, and at home through independent learning. AEB is a nonprofit organization. History of the Development of Art Education Methods In the nineteenth century, experiments were conducted utilizing tactile pictures to educate blind people. However, these pictures were not successful. They were based on intangible concepts that could not be understood by blind people, such as color, shadows, and areas of light and dark. Additionally, since blind individuals were not given enough time and information necessary to explore the pictures, tactiles were rejected as educationally unsound.
What's New At Teaching Research of effective practices for children who are deafblind. nearly 300 college students completing their education degree and recipients will agree to teach in high http://www.tr.wou.edu/news.htm
Extractions: Welcome from Our Director What's New at TR? About TR Work Focus Areas Staff Directions and Map ... Site Map Teaching Research is excited to announce the appointment of a new director, Dr. Meredith Brodsky. After seven years as the dean of the College of Education, Dr. Brodsky will fill the office formerly occupied by Torry Piazza Templeman who retires after over thirty years of exemplary service with the Teaching Research Division. For more information about our new Director, see our Director page. Updated 11-21-02 A collaborative venture with a number of state and regional agencies, PERC will provide guidance in research-based instructional approaches to approximately 300 early childhood educators across 15 rural communities in Oregon and Washington "This will be a wonderful benefit for early childhood providers ... at a time when programs around the state are facing major budget cuts that may result in the loss of training supports," project director Pam Deardorff said. Early Childhood and Training Department Team Approach to Paraeducators/Supervisor Professional Development (TAPS) will work with five Oregon counties and one in Nevada to develop a model that provides individualized assessment of learning needs, professional development plans, self-directed training for the paraprofessionals, and a system of guidance and support to be provided by the supervisor.
Deaf-Blind Perspective Archives and Language Acquisition To teach or Not To teach - Deaf-blind Chair Time - Funding Alert - Can Inclusive education Work for Students who are Deaf-blind? http://www.tr.wou.edu/tr/dbp/archive.htm
Theological Education Healing The Blind Beggar society and institutions, wittingly or not, that define people as beggars and that render them blind. In short, theological education must teach students to http://www.religion-online.org/cgi-bin/relsearchd.dll/showarticle?item_id=993
Council Of Schools For The Blind Howe S Now January 2004 for the education of Children Who Are blind or Visually this fairly new buzz word called transition and teach special education students, teachers http://www.cosb1.org/jan2004/page18.htm
Public Schools Weak On Education For Blind - 08/26/02 Public schools weak on education for blind Only 60 teachers in state are certified to teach visually and hearing impaired kids By Janet Vandenabeele / The http://www.detnews.com/2002/schools/0209/05/b01-571228.htm
To See Additional Documents, Click On The Next Button Above. Interpreters for Individuals Who Are Deaf or Hardof-Hearing and Individuals Who Are Deaf-blind (OSERS). Ready-to-teach Grant Program (OII). Vocational education. http://web99.ed.gov/GTEP/Program2.nsf/vwNetHeadings?OpenView&Start=1&Count=1000&
Extractions: Winter, 1997 Vol.51, No.1 Overbrook 2001 Technology Benefits Even the Youngest Students (This article is one in a series that is appearing in "Towers" throughout the 1996-97 school year to update the Overbrook family on Overbrook 2001, a 5-year plan started in 1996 which will provide students with access to high-technology equipment that has been customized to meet each of their special needs) Overbrook 2001 has brought many new forms of communication to teacher Sue Thess' Early Childhood class. The three students in her class, who for the most part do not speak and who are legally blind but have some functional vision, may get their messages across by activating switches placed strategically around the room. One student may press a "Big Mack" switch a round device that can be programmed with a teacher's voice to produce one message to say "I want more music during circle time. Another student may use a "rocker switch" a device that has two sides that when depressed produce a separate message to indicate "I want more" or "I'm all done" at lunchtime. Students may also use augmentative communication devices such as Wolf Boards, Hawk Boards, and EasyTalkers. The boards have tactual or visual overlays with up to 35 squares. When a student touches a square it produces a word.
Extractions: The Western Pennsylvania School for Blind Children has been selected as a 2001 Blue ribbon School by the U.S. Department of Education. The Blue Ribbon designation recognizes the School for Blind Children for its excellence in leadership, teaching, curriculum, student achievement, parent involvement and community support. It is the most prestigious education award in the nation The School for Blind Children is the only school in the city of Pittsburgh and the only school for blind children in the nation to receive the Blue Ribbon Award this year. As a recipient, the School is unusual in that it does not fit neatly into the usual Blue Ribbon categories. For example, students at the School are not tested in traditional ways. They do not receive grades, nor pass and fail as they move from year to year. The School's curriculum was developed by its teachers and is uniquely suited to its particular group of students. "We are pleased that the Blue Ribbon panel saw the merits of our School," said Executive Director Janet Simon. "We feel honored by this recognition of our hard work." Approximately 40 individuals worked on a nomination package submitted to Blue Ribbon last fall. The nomination, in essence a lengthy self-assessment, focusing on every aspect of the school as it related to students. In evaluating the nomination package, the Department of Education looked for overall school quality, challenging standards, ongoing professional development by teachers and staff members, a safe and supportive school environment, and family and community partnerships.
Board Of Education And Services For The Blind child s Individual Family Service Plan or Individual education Plan. teach parents and care givers how to work the New England Center for Deafblind Services to http://www.besb.state.ct.us/10BESB DEPARTMENTS/_1Childrens Services/_2Preschool
Extractions: What Are the Warning Signs for Vision Loss in Infants and Children? Occasionally, it is obvious a child has a vision problem; you might notice an unusual shape, coloring, or distortion of a child's eyes. In other instances, the signs may be less apparent. A younger child or infant may rub his eyes, move his head toward light, attempt to shield his eyes from light, or not follow you with his eyes. An older child may hold books unusually close, become irritable when doing close work, or may have eyes that are not aligned. When Do Infants and Children Need Our Services? It is one of BESB's primary responsibilities to provide comprehensive services to children, parents, and other caregivers during a child's most crucial early years. This is a time when a child learns many basic skills that help establish independence, and vision plays a major role. It is therefore important to provide the assistance and support needed to help the child compensate for any visual impairment. Many eye disorders can be easily corrected with glasses or special "low vision" devices. However, if an ophthalmologist or optometrist finds the child has a visual acuity of 20/70 or less in the better eye (with best correction) or a visual field of 20 degrees or less, BESB should be contacted.
Lansing State JournalTeacher For Blind Joins 7,302 Getting Robinson, who is blind, wanted to teach blind children. So she enrolled in Michigan State University s College of education. Previous http://www.lsj.com/news/campus/030502_graduation_1b-3b.html
Learning Support For Blind Students: Chapter 4.2 to how to accommodate the needs of blind and visually disabilities of the students whom they teach and are a much greater impact on higher education than the http://www.glos.ac.uk/gdn/disabil/blind/ch4_2.htm
Extractions: Previous page Table of Contents Next page Any fieldwork policy based on individual tutors making arbitrary decisions as to how to accommodate the needs of blind and visually impaired students is no longer acceptable. The needs and rights of such students are now enshrined in a range of legislative and regulatory frameworks, and these need to be understood and taken on board by fieldwork tutors. The 1990s saw considerable advances in legal support for visually impaired people in terms of their educational expectations. As a result of recent legislation, visually impaired students are now entitled to the same learning experiences as sighted students. The main legislation is the Americans with Disabilities Act (ADA) of 1990 ( http://www.usdoj.gov/crt/ada/pubs/ada.txt ). In Australia, the relevant legislation is the Disability Discrimination Act (DDA) of 1992 ( http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
CATHOLIC ENCYCLOPEDIA: Education Of The Blind Visit New Advent for the Summa Theologica, Church Fathers, Catholic Encyclopedia and more. Although the education of the blind as a class dates back no further than the year 1784, historians http://www.newadvent.org/cathen/05306a.htm
Extractions: Home Encyclopedia Summa Fathers ... E > Education of the Blind A B C D ... Z Although the education of the blind as a class dates back no further than the year 1784, historians and statisticians generally admit that the affliction which it tends to relieve was no less prevalent before than it has been since that date. Indeed, so far from having increased, blindness appears to have in a marked degree decreased during the last hundred years. GENERAL STATISTICS OF BLINDNESS An exact statement of the number of blind persons in all parts of the inhabited earth is of course impossible. The estimates which publicists have formed upon the basis of census returns, as also those derived from the observation of travellers, give the ratio of blind persons to the whole population in Asia 1 to 500; in Africa 1 to 300; in Europe 1 to 1094 (the ratios for seventeen countries of the last-named division being, approximately: England, 1 to 1235; Scotland, 1 to 1118; Ireland, 1 to 870; France, 1 to 1194; Germany, 1 to 1136; European Russia, 1 to 534; Austria, 1 to 1234; Hungary, 1 to 952; Italy, 1 to 1074; Spain, 1 to 835; Denmark, 1 to 1248; Sweden, 1 to 1262; Norway, 1 to 795; Finland, 1 to 689; Belgium, 1 to 1229; Switzerland, 1 to 1325; Bulgaria, 1 to 321). For the other great geographical divisions no data are available for even a fairly satisfactory approximation. (See below Blindness in the United States .) Consistently with the foregoing ratios, and with such conjectures as may be hazarded for America, Australasia, etc., it may be estimated that the number of blind persons now living in all parts of the world is not far short of 2,500,000. A careful study of the figures shows that blindness prevails most in tropical, and least in temperate, regions; more in the Eastern than in the Western Hemisphere. In the temperate climates of the North the blind are comparatively few; nearer the Arctic Circle, the glittering snows, the alternation from the brilliant nights of the Arctic summer to the prolonged darkness of the winter, and other conditions affect the visual organs unfavourably, while in the torrid zones the glare from desert sands and the intense heat of the sun occasion many diseases, resulting in either total or partial loss of sight.
