This expanded Third Edition is designed to provide a foundation for a better understanding of the structure and function of the eye and common eye disorders in children, and approaches to assess and enable students with low vision to maximize their visual learning in educational programs. The book is primarily designed for students who are preparing to be teachers of children with visual impairments and practicing teachers who want to update their knowledge concerning children with low vision. It is also intended for use by orientation and mobility instructors, special education and regular classroom teachers, support personnel, and parents who desire to know more about the special needs of children with visual impairments. Major topics include structure and function of the eye, growth and visual development of the eye, evaluating the visual system, optical and ocular motility defects, external diseases, internal diseases, vision screening, the visual environment, low vision devices, and assessment of functional vision. Additional resources include a very helpful appendix and a comprehensive glossary. The text is presented in an unusually clear manner that gives teachers, mental health, social service, and allied health professions, as well as parents, a firm grasp of vision, its disorders, and its connection with education.
Bursting with practical advice, suggestions and handy tips, providing readers with a positive starting point for sharing ideas and good practice, this is a key practical guide to making learning accessible for primary and secondary school ...
First Published in 2003. This book provides guidance to teachers, teaching assistants, service staff, parents and other professionals regarding the inclusion of children with visual impairments in mainstream primary schools.
This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context.
The contributors examine the causes of eye conditions and additional disabilities, look at the ways in which these can restrict access to the mainstream curriculum, and explore the ways in which these effects can be ameliorated.
Lisa and Pete, despite having visual impairment, enjoy school with the help of visual aids, sensitive teachers and environmental adaptation.
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Huebner, K. M., Merk-Adam, B., Stryker, D., & Wolffe, K. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities—Revised (New York: AFB Press, 2004).
This book is aimed at the mainstream class teacher who has little or no experience of providing effective learning experiences for children with visual impairments.
Presents information on enrollment, fields of study, admission requirements, expenses, and student activities at more than two thousand four-year colleges and universities and 1,650 two-year community colleges and trade schools.
The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.