Visual Impairment (english)

9,50 EUR
AT 9,70 EUR · CH 11,40 SFr
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2007, geheftet, 24 S.,
ISBN 978-3-934471-68-9
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Tactile Signing

Recommendations
Verband der Blinden- und Sehbehindertenpädagogen und -pädagoginnen (Ed.)
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According to our practical knowledge with various modes of tactile signing, we give recommendations how to develop and how to practise tactile signing in congenitally deaf-blind persons. Firstly, we give some information about the use of tactile signs by persons that had already mastered a linguistic system before switching to tactile signs, i.e. deaf people who later in life went blind. Then we review different approaches for establishing tactile communication in congenitally deaf-blind persons. In our view, each of the competing approaches has its own advantages and disadvantages; in the decision-making process several factors must be considered, particularly the personal level of communicative development, his or her access to the meaning of signs, the need to facilitate the communicative flow, the importance of reciprocity and symmetry in the actual communication situation.
We give a preliminary list of open questions that should be tackled in the future.
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99,50 EUR
AT 102,20 EUR · CH 119,40 SFr
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2006, Spiralbindung, 530 S., Manual: 224 p., 21 X 29.7 cm, Scales: 306 p:,
ISBN 978-3-934471-55-9
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Early Intervention with Infants and Preschoolers who are Blind

Bielefeld Observation Scales (BOS-BLIND) Manual and Scales
Michael Brambring
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This work on Early Intervention with Infants and Pre-schoolers who are Blind consists of two volumes - the Manual and the Bielefeld Observation Scales (BOS-BLIND). The Manual (Volume 1) describes the special ways of assessing and promoting development in blind children. It gives a detailed discussion of not only the limitations due to blindness but also the alternative strategies blind children may use to acquire developmental skills. Suggestions are made on adequate ways of promoting these strategies. All the 600 developmental skills and 56 qualitative aspects of behavior that can be assessed with the BOS-BLIND are listed under eight separate developmental domains. The manual also reports developmental data from the 10 blind project children-split according to whether they were nonretarded, retarded, or severely retarded. Such longitudinal age data on blind children is one of the distinct advantages of the BOS-BLIND: It makes it possible to compare progress in the single blind child with the ages at which blind peers acquire each skill.
The version of the Bielefeld Observation Scales for Blind Infants und Preschoolers (BOS-BLIND, Volume 2) covers all major developmental domains, taking particular care to assess blind-specific aspects. Early interventionists can use it for a differentiated assessment of the state of development and progress in a blind child. It should be filled out after each early intervention unit on the basis of the interventionist's own observations or parents' reports. The scales are not a developmental test. They are a participant observation instrument used to derive appropriate early interventions. They list developmental skills in their sequence of acquisition from simplest first sign to final complete skill. With such an intervention-oriented approach, it is possible to assess the current developmental level and simultaneously anticipate the next steps in development.
Observations should be documented in 11 scales:
Book 1: First Notes after Early Intervention Home Visit
Book 2: Case History and Course Documentation
Book 3a: Developmental Assessment of Blind Infants
Book 3b: Problem Behavior in Children Who Are Both Blind and Severely Retarded
Book 4: Posture and Balance
Book 5: Self-Initiated Movements
Book 6: Orientation and Mobility
Book 7: Manual Skills
Book 8: Daily Living Skills
Book 9: Cognitive Development
Book 10: Language Development
Book 11: Socioemotional Development
At the present time, the BOS-BLIND is the only instrument in the world providing such a systematic listing blind-specific developmental data during infancy and preschool age.
 
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9,50 EUR
AT 9,70 EUR · CH 11,40 SFr
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2006, geheftet, 36 S., EU-Project,
ISBN 3-934471-62-5
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Improving Participation and Activity for Students with Multiple Disabilities Including Visual Impairments

An activity-based approach to working with students with Multiple Disabilities and Visual Impairments
Isabel Amaral u.a.
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This program offers you tools to find new ways in working with MDVI children. It introduces an approach which enables teachers to move from a developmental, skills base, to an activity based intervention approach. It uses real life activities which are meaningful to the child in the context of his/her life, family and community can then become the basis for student learning. Moving education beyond training programmes, and expanding the experiences of MDVI children to real life activities gives the child the equal opportunity to participate fully in their community.
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24,90 EUR
AT 25,10 EUR · CH 29,90 SFr
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32 min.,
ISBN 3-925265-80-5
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[DVD] I see everything – almost!

A film on low vision
Wolfgang Drave
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This film is made for all those, who are interested in knowing more about low vision, its causes as well as consequences, either because of professional or private reasons. It is addressed to teachers and pupils of all school types, university students of education, but of cause also to parents of low vision children, guest of schools for the visually impaired, as well as all professionals working at schools for the visually impaired or at the departments of health and/or department of education. The first section of this film talks about the frequency of “low vision”, the connection of low vision and perception at large, the problem of simulation, and does give detailed depiction of specific visual impairments. Followed by explaining the normal function of the human eye, possible damages or lesion of the human eye are being described by trick filming. Finally, certain typical eye disorders as reason for low vision are being presented through case studies of six low vision pupils, talking about their problems in dealing with their visual impairment: Mathias (myopia), Daniel (cataract), Lutz (glaucoma), Anette (disorder of retina), Silke (macula degeneration), and Manon (disorder of optic nerve). In closing, the film is completed with clues for recognizing possible visual impairments as soon as possible.
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29,50 EUR
AT 30,30 EUR · CH 35,40 SFr
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2003, Spiralbindung, 230 S., + CD-Rom,
ISBN 978-3-934471-38-2
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FLUSS - Further Education Courses for Teachers Including Visually Impaired Pupils

EU-project Comenius 1
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For many joint instruction is very challenging. Teachers from the field of special education for the visually impaired are facing the task of givin further educational courses to primary school teachers who include a child with visual impairement in their classroom. This publication provides you with diverse suggestions. 
Also available in german, dutch, hungarian, estonian.
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