Education & Parenting McGraw. A Teachers Guide to the Special Educational Needs of blind and Visually Handicapped Children by Sally Mangold (Editor). Listen http://www.spedex.com/text/store/education/education_parenting.htm
Extractions: Activities of Daily Living ... Amazon.com payment options, security, and privacy All books are listed alphabetically by first author. For more information, or to order, click on any book's title. Student Teaching Guide for Blind and Visually Impaired University Students: Adapted Methods and Procedures
WSSB News And Events may include administrators, regular and special education teachers, OT, PT, SLP, teaching assistants, and any other staff working with the VI/blind student. http://www.wssb.wa.gov/NewsandEvents.asp
Extractions: 50 meter freestyle. This Institute is designed for public school staff who are or will be working with a visually impaired or blind student and who have had limited, if any experience or training in this area of disability. Such staff may include administrators, regular and special education teachers, OT, PT, SLP, teaching assistants, and any other staff working with the VI/blind student. This training opportunity will enhance your ability to provide appropriate programming to VI/blind students, under the guidance of the Teacher of the Visually Impaired. This unique Institute will give participants a strong foundation of understanding regarding the impact of vision loss on learning and how to mitigate this in the context of the classroom, school and community. Practical, meaningful, experiential and implemental learning will take place on the campus of WSSB from July 25th 30th, 2004. Select this link for more Summer Institute Information The 2004 Summer School Program will accommodate visually impaired students in the state of Washington, 3rd -8TH grade. Parents are responsible for transportation to and from the Summer Program, clothing, personal items and some recreational fees. The cost for summer school is $200.00. Full and partial scholarships are available to students that qualify for free and reduced meals or can demonstrate significant financial hardship.
Education Conference to confront the problem of educating the blind, in the conviction (which, I think, is shared by all the visually impaired) that education, teaching and culture http://www.euroblind.org/fichiersGB/edutaly.htm
Extractions: st EBU International Conference on Education, 19-23 July 2000, Montegrotto Terme (Padua) - Italy I can, without doubt, share the opinion of our coordinator, Enzo Tioli, that our meeting is part of an international conference and is therefore, of necessity, formal. However, as we are here to discuss matters of mutual interest, we can give our meeting as informal a tone as possible. I begin by apologising to the interpreters for not having provided them with the text of the address that I shall give here this morning about educating the blind in Italy. To make the interpreters' job easier, I will speak slowly and use language that is as least specialised as possible. I would like to make it clear that my address will not be technical, but decidedly political. This means that I will not be discussing the history of the blind in Italy, which would be too long and perhaps a bit boring. Nor will I discuss Italian laws that deal with educating the blind (which are numerous, confirming the fact that our country has produced the most regulations in Europe), or the troubles that there have been, even in Italy, between supporters of state and specialised schools. There is so much paperwork regarding this that a summary would be impossible. Instead, I will talk about the current state of education for blind children in Italy. I will try to give you a complete but essential picture, which, I hope, will be easily understood. The elements of this picture are:
NFBC - at the elementary and secondary level of education. opportunities to work with deaf/blind children or programs, combining training for teaching the visually http://www.nfbct.org/html/tvifront.htm
Extractions: What's New Elementary/Secondary Postsecondary Training/Jobs ... Related Sites Location : Home Elementary and Secondary School and Board Services Policy/Program Memoranda Issued under the authority of the Deputy Minister of Education Date of Issue: October 4, 1991 Effective: Until revoked or modified Subject: ALTERNATIVE EDUCATIONAL PROGRAMS AND SERVICES FOR DEAF, BLIND, AND DEAF-BLIND EXCEPTIONAL PUPILS Application: Directors of Education Reference: This memorandum replaces Policy/Program Memorandum No. 76C, September 20, 1985. Because of the low incidence of these types of exceptionalities and the complex educational programming required, school boards planning to undertake the provision of an alternative educational program are encouraged to do so in co-operation with neighbouring and coterminous school boards. If a program provided by a board is to be recognized for funding by the ministry as an alternative educational program for deaf, blind, or deaf-blind pupils, it must satisfy the following criteria: The program shall be provided for exceptional pupils: who are: educationally deaf , with hearing thresholds generally greater than 70 dB level, ANSI 1969, unaided; or
Extractions: EDUCATION OF A BLIND STUDENT Spring 1997, Vol. 8 No. 2 by Theresa Lupo When I asked Serena Cucco what the best thing about her laptop computer was, she replied emphatically, "Computer games! I like Mobius Mountain Personal Computer Systems (PCS)), a math game. You try to solve math problems in cold, damp caves. I have another game called AnyNight Football PCS ). You get to choose the plays. I like football. I used to play T-ball, too, when I was younger. You could say I'm a big sports fan." Of course, what 13-year-old 6th grader doesn't enjoy computer games? I couldn't help but wonder, though, how do you play computer games if you can't see the screen? Serena has been blind since birth. Serena's mother, Carol Castellano, explained that the Personal Computer Systems games use sound rather than visual displays. She described one of her family's favorites, Bowling PCS ). To a background of bowling alley noise, the player hears a tone indicating the prime stance for a strike and presses "go." Then the player listens to a series of tones and tries to match it with the first. When she identifies it and presses enter, she hears the ball roll and crash into the pins and receives a score. "Personal Computer Systems games have been designed by blind people. My kids just adore them. The games really help develop hand-ear coordination." Carol added, "Although there are many programs that provide access to the screen for blind users, educational programs and games for the blind are relatively few."
Tips For Teachers (Deaf / Hard Of Hearing) in your class more fully, Dont ask the interpreter for tips on how to teach the students Elisha Zuaro Reading Specialist blind/Visually Impaired 904 8272255. http://www.fsdb.k12.fl.us/resources/hitips.html
Extractions: The Fifth Edition of The OR Project includes several significant changes. Two sections were added - Vision and Compensatory Skills and all vision-dependent items were removed from the other sections. This edition allows for more flexible scoring, measuring skills appropriate to each individual child. The OR Project can also be used with any child at the developmental level birth to six. The Skills Inventory consists of 640 behavioral statements organized in eight developmental areas: Cognitive, Language, Socialization, Vision, Compensatory, Self-Help, Fine-Motor, and Gross Motor. Each of these eight areas contains skills which have been developmentally sequenced and arranged in age categories: birth-1, 1-2, 2-3, 3-4, 4-5, and 5-6 years. All major skills needed by a visually impaired or blind child in preparation for first grade, such as prerequisites for orientation and mobility and braille, areincluded. The Skills Inventory is also available in Spanish, Large Print, and Braille.
Education Act - R.R.O. 1990, Reg. 296 engaged in completing, the requirements for the specialist qualification for teaching the blind, or hold qualifications in education of the blind that the http://184.108.40.206/DBLaws/Regs/English/900296_e.htm
Extractions: R.R.O. 1990, REGULATION 296 No Amendments ONTARIO SCHOOLS FOR THE BLIND AND THE DEAF Notice of Currency:* This document is up to date. *This notice is usually current to within two business days of accessing this document. For more current amendment information, see the Table of Regulations (Legislative History) This Regulation is made in English only. Interpretation In this Regulation, "applicant" means an applicant for admission to a School; "bursar" means the business administrator of a School; "Director" means the Executive Director of the Regional Services Division of the Ministry; "Indian" means, (a) an Indian as defined in the Indian Act (Canada), or (b) an Eskimo, who is not qualified to be a resident pupil of a board; "parent" includes a guardian; "residence counsellor" means a person employed as a residence counsellor in a School; "School" means a school referred to in section 2; "Superintendent" means the Superintendent of a School. R.R.O. 1990, Reg. 296, s. 1. Designations Admissions (a) the applicant will be under the age of twenty-one years on the first day of the school year for which he or she seeks admission;
Walter Williams That s classic the blind leading the blind. Most of these inept teachers are graduates of the nation s schools of education. Unfortunately http://www.jewishworldreview.com/cols/williams102401.asp
Extractions: What's wrong with education? http://www.NewsAndOpinion.com HERE are some test questions. Question 1: Which of the following is equal to a quarter of a million? (a) 40,000 (b) 250,000 (c) 2,500,000 (d) 1/4,000,000 or (e) 4/1,000,000? Question 2: Martin Luther King Jr. (insert the correct choice) for the poor of all races. (a) spoke out passionately (b) spoke out passionate (c) did spoke out passionately (d) has spoke out passionately or (e) had spoken out passionate. Question 3: What would you do if your student sprained an ankle? (a) Put a Band-Aid on it (b) Ice it (c) Rinse it with water. Having reviewed the questions, guess which school grade gets these kind of test questions: sixth grade, ninth grade or 12th grade. I'm betting that the average reader guesses: sixth grade. You'd be wrong. How about ninth grade? You'd still be wrong. You say, "OK, Williams, I can't believe they're 12th grade test questions!" Wrong again. According to a School Reform News (Sept. 1) article "Who Tells Teachers They Can Teach?" those test questions came from tests for prospective teachers. The first two questions are samples from Praxis I test for teachers, and the third is from the 1999 teacher certification test in Illinois. And guess what. Thirty-one percent of New York City public school teachers fail teacher certification tests.
Extractions: The first school for blind and partially sighted children was opened in 1887, upon the initiative of Ivan Zdanovitch, senior consultant at the Minsk Regional Hospital. Thousands of teachers have continued the noble work of Dr. Ivan Zdanovitch. Belorussia now has seven schools for blind and partially sighted children, with over 1,100 pupils. The Belorussian Association of the Visually Handicapped (BAHV) considers education for the blind to be its most important task. With the assistance of the BAHV, the Minsk Special School for the Blind was opened, the Department of Pedagogy for the Blind at the Belorussian Pedagogical University was set up, and the Masseur Department was founded at Grodno Medical College. The education at special schools for the blind is of a very high level and gives students the opportunity to enter college or university. But the students are often not prepared for living independently in society. What is more, society does not perceive them as full and capable members. To change this situation, we need to change the education system for the blind as well as their living situation.
Message From The President - World Blind Union in their policy for the education of disabled Just like children who are deaf, blind and Deafblind teachers, and sometimes to special teaching and individual http://www.icevi.org/publications/educator/December_02/educator-july-december_20
Extractions: Message from the President - World Blind Union To all ICEVI readers! The United Nations has declared 2003-2013 the decade of Literacy for All. Its aim is to eradicate illiteracy across the world by 2015. This demanding task will require immediate action on the part of Governments, Institutions, Agencies, NGOs and the private sector. In order to achieve this important goal, it is natural that both ICEVI and WBU work hand in hand. We must show the world that we have the political will and a strong common agenda to promote literacy skills for all blind and partially sighted persons. However, as we can see from the articles in this issue relating to early childhood intervention for blind and partially sighted children, this population is often overlooked and forgotten in such national and international initiatives. The specific needs of users of braille or large print have not been considered in the declaration of Literacy for All and the lack of specially trained teachers to teach literacy to people with a visual impairment during the decade has been overlooked. This is very disappointing! In another world wide initiative, the UNESCO Disability Unit together with the International Working Group on Development and Disability (IWGDD), have recently
Extractions: Georgetown University - The National Center for Education in Maternal and Child Health. ASbH - Arbeitsgemeinschaft Spina bifida und Hydrocephalus e.V. ASBH - Association for Spina Bifida and Hydrocephalus. Hydrocephalus Association Hydrocephalus Foundation, Inc . - Established to help assist patients and their families during the transition from their diagnosis to a resumption of their normal lifestyles. Hydrocephalus - Excessive accumulation of cerebrospinal fluid within the cranium. Hyman-Newman Institute for Neurology and Neurosurgery MEDLINEplus: Hydrocephalus. MEDLINEplus: Spina Bifida.
Extractions: CEC is the largest, international, professional organization dedicated to improving educational opportunities for individuals with exceptionalities, students with disabilities, and/or the gifted. The international conference gave the 6,000 attendees hundreds of sessions, social events and award ceremonies the opportunity to augment their skills, network with colleagues and revitalize their passion for providing quality education for their students.
Teachers College Columbia University s degree course work also fulfills the requirements for New York State Certification as a Teacher of Special education, Teacher of the blind and Partially http://www.tc.columbia.edu/academic/hbs/SpecialEd/ma.htm
Extractions: The following article appeared In the July 1998 Issue of the Public Employees Federation (PEF) Communicator: Have You Ever Wondered School Changing Medical Needs More Complex Staff Dedicated, Committed ... Making a Difference STATE SCHOOL FOR THE BLIND LEADS THE WAY TO BETTER LIFE FOR SPECIAL STUDENTS By SHERRY HALBROOK Have you ever wondered These days, the 69 children who attend the state School for the Blind in Batavia are at an even greater disadvantage. Besides being legally blind, they may also have impaired hearing, autism, retardation or other developmental disabilities. Helping these children sort out their world and feel comfortable and confident in it is an extraordinary challenge. The PEF members and other staff at the school are uniquely qualified by specialized training and, in many cases, decades of experience. "We provide a very essential service. There is a combination of experience, training and expertise here that cant be found anywhere else in the state. We make a real difference in the lives of these children and their families," said PEF member Kathy Carlsen, an instructor at the school for the past 35 years.
Blind World - Requested Article are also taught, such as ironing clothes for the blind. college cooperates closely with the education Ministry for of in-service training for teachers of the http://www.home.earthlink.net/~blindworld/INATIONAL/3-12-31-02.htm
DBI - Teaching Blind And Deaf And Dumb Children Head of Laboratory Laboratory of Deafblind education Institute of Special education (formerly Institute of Defectology) Moscow. Russia. TEACHING blind AND DEAF http://www.deafblindinternational.org/papers/sokoliansky.html
Extractions: DbI Homepage Site Map What's New? What is DbI? ... President's Letter A first school for deafblind children was opened in 1910 in St Petersburg by the Russian Deafblind Care Society (1909-1917). This school was modified after 1917 and worked there until 1940. Another school for the deafblind functioned in Harkov from 1925 to 1936. The well-known school for deafblind children in Zagorsk was founded only in 1963. In Russia the tradition of deafblind education was not broken thanks to Ivan Sokoliansky (1889-1960). He was a talented teacher of the deaf and devoted his life to the problems of deafblind education. He was witness to the foundation of the first Russian school for the deafblind and followed up the work of his colleagues after the revolution. Ivan Sokoliansky went to Germany twice, in 1913 and 1925. He gained much from his experience of deafblind education at Oberlinhaus in Potsdam. He became acquainted with Riemann and his works. Sokoliansky carefully followed the achievements of Helen Keller and her work in the USA. It was Ivan Sokoliansky who opened the new school for the deafblind in Harkov in 1925. He created a science laboratory for the study of deafblind education in Moscow in 1956, and his followers opened the school in Zagorsk in 1963. Despite the dramatic events in the history of Russia in the nineteen thirties, when Sokoliansky was arrested twice he was able to continue his work in deafblind education.