College Of Education Assessment And Accreditation review by the Association of education and Rehabilitation of the blind and Visually those aspects appropriate to the rehabilitation teacher. http://www.ualr.edu/coedept/rtreport03.htm
Extractions: Contact person: Pat Smith pbsmith@ualr.edu Use of Assessment for Program Building and Improvement Individual student conferences for program majors were held each mid-term to obtain feedback from the students on the progress of their courses and overall program to date. Changes deemed necessary in their programs of study for the ensuring semesters were then made. Key information was tracked for all courses and the recommendations for the program. Collectively, this information provided valuable feedback to the faculty on individual courses and the whole curriculum. The Advisory Council members were supportive of the program and did not recommend any specific areas needing improvement. The program was complimented for developing the online format. The letters of support for the grant submission also stressed the need for the distance education methodology. The students praised the videosteams as being more helpful than a purely text-based delivery of information. The hands-on workshops were highlighted as a much needed part of the program. One administrator strongly recommended that the program be expanded to include training in the discovered learning approach. The rest of the administrators in attendance were mixed in their support or disagreement with this controversial teaching/learning approach.
MediaLT: English, ECDL Course Via Distant Education in which blind and visually impaired students receive online teaching. of the acute lack of education in computer skills for the blind and partially http://www.medialt.no/english/articles/ecdl_pilot1.htm
Extractions: Insufficient training in using computers and standard software is particularly noticeable for blind and partially sighted persons. One of the main reasons is that visually impaired computer users are dependent on complicated assisting devices like Braille displays, artificial speech and screen enlargers. Course vendors usually do not have the necessary expertise to teach students using assisting devices and screen readers. The ECDL (European Computer Driving License) is a standardized course in practical computer usage. MediaLT A/S, Datakortet A/S and several Norwegian organizations for the blind are working together to develop a suitable certification scheme, accessible learning materials and a training model for the visually impaired. The ECDL syllabus is not modified. The project is funded by the Norwegian Research Council, Microsoft, Telenor and two Norwegian departments. The successful outcome of the first distant education ECDL pilot course, for blind and visually impaired users, represents an important milestone in this work. All four participants were successful in attaining the ECDL. This pilot project, which started in January 2002, has been particularly exciting, as it is one of the first of its kind in which blind and visually impaired students receive online teaching. And the response to the announcement of the pilot project, through The Norwegian Society for the Blind, is yet another illustration of the acute lack of education in computer skills for the blind and partially sighted.
Education Of The Blind similar schools in other commonwealths; and the successful education of blind deafmutes American state schools of today report about 550 teachers and 5500 http://www.sensato.com/1921/02blind.htm
Extractions: A book emphasizing the duty of the people to educate the blind was published in both Italian and French as early as 1646. However, until the education of the deaf had been proved feasible, efforts in behalf of the blind met with slight encouragement, although Rousseau and others had endeavored to stimulate interest in the subject. But in 1784 Valentin Hauy opened a school for the blind in Paris. In 1791 a similar school was opened in England. Within a few years Europe had a total of 20, and the results were both encouraging and astounding. Among American institutions of this character, the New England Asylum, chartered in 1829 and opened at Boston in 1832, was the first incorporated. The New York Institution for the Blind, chartered in 1831, was the first to open its doors; while a Society of Friends opened the Philadelphia institution in 1833. It was greatly to the advantage of the New England Asylum that Dr. Samuel G. Howe, who was chosen director, had already supplemented his medical training, received at Harvard, by broadening experiences and professional studies in Europe. Moreover, immediately after his selection for the peculiarly exacting duties of this new field, he had gone again to Europe for such knowledge as personal inspection alone could give concerning the best of their institution for the blind. Like the first American school for the deaf, in Connecticut, this Massachusetts school received state aid from the first. Like the Connecticut institution also, it for some time received numerous pupils supported by legislative appropriations of other states. Under the able direction of Dr. Howe, which continued for 45 years, the New England Asylum, now long known as the Perkins Institution for the Blind, became the greatest school of its character in the world. The public exhibitions given by its pupils, and particularly those given before some 17 state Legislatures, did much to stimulate the establishment of similar schools in other commonwealths; and the successful education of blind deaf-mutes, such as Laura Bridgman and Helen Keller, by its methods, has given the Institution world-wide fame.
Rehabilitation Of The Blind Specialist qualifying experience and certification through the education Association of Rehabilitation Specialists of the blind in rehabilitation teaching or orientation http://www.opm.state.ok.us/jfd/k-specs/k23.htm
Extractions: rehabilitation of the blind specialist, #K23 basic purpose: Typical functions: The functions within this job family will vary by level, but may include the following: Provides professional counseling and individualized instruction to persons who are blind or severely visually impaired who may have multiple secondary disabilities and their families to facilitate adjustment to the problems created by blindness through reinforcing the clients strengths and minimizing weaknesses to develop necessary self confidence. Interprets and analyzes consumers physical or mental condition, social and economic situation, attitudes and aptitudes, job readiness, educational background, and personality traits to determine the extent of disability and potential for independent living and employment. Consults with physicians and other medical and rehabilitation personnel to obtain information to aid in the determination of eligibility for rehabilitation services. Develops an individualized rehabilitation/independent living plan with consumer; plans, arranges, and provides specialized services; authorizes and monitors the expenditures of funds.
Divivions And Courses The purpose of this course is to train teachers who can consider the complete school education from a Division of education for the blind DIvision of http://www.miyakyo-u.ac.jp/hp/outline/page4-e.html
Extractions: ¡¡An Introduction to Teacher Training Courses(12 Majors). We have established a new course where students can get both Elementary and Junior Highschool Teaching Licences, or Elementary and Kindergarten Licenses. The purpose of this course is to train teachers who can consider the complete school education from a broader point of view by encouraging them to acquire flexible and practical leadership qualities. ¡¡There are three subjects (for special study) in the Special Education Course. These are Education for the Blind: the only such course in Eastern Japan. Education for the Physically or Mentally Handicapped. Education for the Deaf: the only such course in the Tohoku and Hokkaido areas. Students will specialize in one of the three subjects and learn to cope with the needs of a variety of children.
Extractions: June 2002 All candidates who apply for teacher certification on or after February 2, 2004 will be subject to new certification requirements as found in Subpart 80-3 of the Regulations of the Commissioner of Education. Those new certification requirements also reflect a number of new or revised certificate titles. This Briefing Bulletin contrasts the current certificate titles prior to February 2, 2004 with the new certificate titles effective on or after February 2, 2004. The new certification requirements are outlined in Briefing Bulletin 02-06. It is important to note that teacher certification candidates who: will not be affected by the new certification requirements or new certificate titles.
Educational Services For Blind Ch 2 are blind children or multiply handicapped;; special classes and day programs;; resource rooms; and; itinerant teaching services in regular education classrooms. http://www.cga.state.ct.us/pri/archives/2000esreportchap2.htm
Extractions: Chapter II Overview of Children and Services Children who are blind or visually impaired comprise a diverse client population. In terms of degree of vision, their sight can range from total blindness to varying degrees of low vision. For some, vision difficulties are their only disability while others have multiple disabilities that affect their educational needs. In addition, the ability to adapt to vision loss is influenced by individual factors such family support and intellectual, emotional, and physical functioning. As a result, service needs can differ greatly, even among persons with similar visual deficits, and many factors must be considered in designing appropriate educational programs. An overview of the current population of children who are blind or visually impaired in Connecticut and the existing system of education services for students with vision-related disabilities follows. Client Population It is estimated about 8 percent of the 17,140 persons identified as legally blind in Connecticut in FY 99 were children. Blindness is a low incidence disability among both adults and children. Information from the state special education report for 1999-2000, summarized in Table II-1 below, shows there were 356 students whose primary disability was visual impairment. They made up only 0.5 percent of all identified students with disabilities and just 0.1 percent of the total public school population.
History Of The Education Of The Blind juvenile blind in our schools that the men and women to whom their education is entrusted should not only be acquainted with the mechanical means of teaching http://www.rnib.org.uk/xpedio/groups/public/documents/visugate/public_histedbl.h
Extractions: To My Beloved Friend And Counsellor Henry J. Wilson (Secretary Of The Gardner's Trust for the Blind) this little book is respectfully dedicated in the earnest hope that it may be the humble instrument in God's hands of accomplishing some little advancement in the great work of the education of the blind W. H. Illingworth Author Preface No up-to-date treatise on the important and interesting subject of "The History of the Education of the Blind " being in existence in this country, and the lack of such a text-book specially designed for the teachers in our blind schools being grievously felt, I have, in response to repeated requests, taken in hand the compilation of such a book from all sources at my command, adding at the same time sundry notes and comments of my own, which the experience of a quarter of a century in blind work has led me to think may be of service to those who desire to approach and carry on their work as teachers of the blind as well equipped with information specially suited to their requirements as circumstances will permit.
Marilyn Cochran-Smith - Lynch School 2000 CochranSmith, Marilyn. blind Vision Unlearning Racism in Teacher education. Harvard educational Review 70(2) 157-190. 1999 Cochran-Smith, Marilyn. http://www.bc.edu/bc_org/avp/soe/people/profiles/CochranSmith.htm
Extractions: EDUCATION Ph.D., University of Pennsylvania EXPERTISE/INTERESTS Teacher education across the professional lifespan; teaching and issues of race, class, culture, and gender; teacher research/practitioner inquiry; children's early language and literacy learning. HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES Selected Publications, 1995-2002 Complete list In press Cochran-Smith, Marilyn, Davis, Danne, and Fries, Mary Kim. "Multicultural Teacher Education: Research, Practice and Policy." In J. Banks (Ed.) Handbook of Research on Multicultural Education (2nd edition). San Francisco: Jossey Bass. 2002 Cochran-Smith, Marilyn (Ed.). "Evidence and Inquiry in Teacher Education." Special issue of Journal of Teacher Education 53(2), (March/April, 2002).
Improving Literacy - American Foundation For The Blind The NLC conducts a number of training workshopsfree to participantsthat offer educators the tools they need to teach reading skills to blind and visually http://63.240.118.132/Section.asp?SectionID=42&TopicID=182&DocumentID=2093
Support Services For The Blind And Visually Impaired professionals working in the blindness field. Hadley offers more than 90 teacherguided distance education courses including Braille, independent living, pre http://www.lionsclubs.org/EN/content/vision_services_aids.shtml
Extractions: Select a Language ... Sight Services Support Services for the Blind and Visually Impaired Age-related macular degeneration, cataracts, diabetic retinopathy, and glaucoma are a few of the conditions that affect vision. In some instances, the vision lost due to these conditions cannot be restored. Lions clubs support the blind and visually impaired in many ways. Some of these examples are listed below. Hadley School for the Blind The Hadley School for the Blind is an accredited international learning center that provides free distance education for: Hadley offers more than 90 teacher-guided distance education courses including Braille, independent living, pre-algebra, business law, world history, and conversational French. Students receive educational materials through the mail or access materials online. Students can contact instructors through a toll-free telephone number or through E-mail. Lions clubs are encouraged to refer blind or visually impaired community members and their families to the Hadley School.
Marc S Special Education/Exceptionality Page Homepage; Behavior Management; Behaviour Change Consultancy (UK) Behavior Training Seminars for Teachers; Bev s Special education Page; Blindness Link; Blindness http://www.halcyon.com/marcs/sped.html
Blindness And Low Vision Studies is sponsored by the Department of Blindness and Low with disabilities through the education of personnel counselors and as rehabilitation teachers in agencies http://www.wmich.edu/hhs/blrh/specializedprograms.html
Extractions: CHHS Links: CHHS Home From the Dean New Building Calendar of Events Journals Directories On the Move 2003-04 Outstanding Alumni WMU Home Rehabilitation Teaching Rehabilitation teachers offer adults who are blind or visually impaired information and resources they need to lead successful, productive lives. By offering instruction in specialized methods and adaptive techniques required for independent living and communication, the rehabilitation teacher helps people to achieve independent lifestyles. What does the rehabilitation teacher do? The rehabilitation teacher provides specialized methods or adaptive techniques for communication and coping with the demands of daily living. The broad sphere of communication includes Braille, computers, handwriting, listening and recording technology, low-vision technology, mathematical calculation, and keyboarding. Instruction in daily living skills includes food preparation, personal management, home management, home mechanics, leisure and recreation activities, and orientation and movement in familiar indoor environments.
Electric Teacher List NY, Reading Codes For The blind Bronx, NY. Resource 2000, Ed. Computer Connection Fort Worth, TX. Creative Teaching, Technology for Elementary Educators, FL. http://www.electricteacher.com/eteachers.htm
Extractions: Electric Teachers If you have a web site that you created and maintain, I will add a link to your site from this page. Just add a link to the Electric teacher page on your own site and click on the my name or the email graphic below to send me your name, state, what you teach and the URL to your page. I will then add you to this page. You can add a textual link or use the image Electric Teacher flag image at the bottom or top of this page. Thanks for joining our wired community!!! Teachers Kindergarten 1st Grade Mary Broadbent- Sullivan, Massachusetts Elaine Green- Carmel California Jonathan Yorck- Honolulu, Hawaii Ashley Ross- Poconos, Pennsylvania ... Janice Fitzsimmons Vernon, New Jersey 2nd Grade 3rd Grade Debbie Coats- Berlin, Wisconsin JoAnn Milstein- Ossining, New York Jacklyn Moore- Lake Worth, Florida Annie Schavelin- Greenwich, New Jersey ... Ms. Kristen Steffens- MO 4th Grade 5th Grade Cherryl Hall- Little Rock, Arkansas
Lighthouse International - EnVision - Summer 2001 - Headlines The blindness education trend those days was to instruct children with a certain But because my teachers believed that braille was my only educational option http://www.lighthouse.org/envision_summer2001_education.htm
Extractions: Summer 2001 A Time of Transition: Asserting Independence Through Education Susan Hart, MS, TVI, RTC As children, we store many memories - of our parents, friends and school days. Some memories are good; some are not. I am a firm believer that out of something negative or painful, something positive happens. This change - learning to consciously turn negative situations into positive ones - often marks a poignant moment in the transition to adulthood. I experienced this change at age 12. I have a vision impairment called retinopathy of prematurity. In the 1950s, when I began school at the age of five, my vision was 20/400 with best correction. The blindness education trend those days was to instruct children with a certain visual acuity as tactile learners. Children who met this criterion were placed in "sight-saving" classes, where all instruction was given in braille. I did not meet the criteria to use print - even though I had some remaining vision - so I was enrolled in a sight-saving class. From nursery school through the sixth grade, I was taught to use only braille. Not very fond of reading braille with my fingers, I constantly tried to use my eyes. But because my teachers believed that braille was my only educational option, I was verbally reprimanded for, and physically restrained from, using my eyes to read braille. A large collar was tied around my neck to occlude my vision - forcing me to learn to read tactually. If I looked down with the collar on, I was only able to see the blank white paper tied around my neck. Unfortunately, this negative experience was a product of the time - an era in which this now-antiquated education method was considered to be acceptable (see "A Brief History of Sight-Saving Classes" on page 4).
VisionConnection Page Moved can be read and enjoyed by educators, museum professionals reproductions of works of art by blind or visually artists and from parents and teachers of visually http://www.visionconnection.org/Content/Community/IntheNews/NewBookExploresHowBl
