Presents mathematics activities focusing on explorations in the environment that include visual or geometric components. (ASK)

The four BASIC programs described can be used to control experiments and facilitate classroom demonstrations and laboratory exercises in human memory, operant behavior, and visual discrimination. (RM)

The use of graphics for teaching the structure of the target language is examined as an extension of the traditional use of graphics to teach vocabulary and text comprehension. The concept is illustrated with examples from several languages. (MSE)

Designed for parents or teachers of young children with autism, this guide outlines the development stages in nonverbal or visual thinking, communication, imitation, and play in children with and without autism. In the section on nonverbal or visual thinking skills, the paper addresses simple sorting and matching, the purpose of sorting, and more…

There is a natural progression from making single objects to creating sculpture. By modeling the forms of objects like funnels and light bulbs, students become aware of the quality of curves and the edges of angles. Sculptural form in architecture can be understood as consistency in the forms. (CS)

The author describes a technique, a visual spelling approach, which has been used successfully with learning disabled students who demonstrate poor auditory discrimination but who have good visual skills. (SW)

Describes new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)

The paper addresses the need to define terms used in vision training before successful programs can be formulated. Critical behaviors in three categories (visual attending, visual examining, and visually guided motor) are considered as are program alternatives focusing on visual environment management, visual skills training, and visually…

Because deaf students learn most efficiently through visual channels, the use of graphic organizers can be an effective way for students to learn, organize, and remember information. Guidelines are given for organizing information visually and using organizers as teaching tools with this population. (DB)

This bibliography is intended to expose art teachers and elementary classroom teachers to visual images found in children's literature. Books listed are organized into potential thematic units and are limited to books by well-known children's authors. These books represent useful tools for making connections between visual arts and other…

A visual/spatial nonverbal approach to sentence development for the reading and learning disabled uses pictures, model sentence configurations, and function words. Students are encouraged to contribute their own written language that conforms to the model. Visual and sentence clues provide input to the right brain, encouraging language learning.…

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

The author reviews aspects of visual integration which should be assessed in students with suspected learning problems: visually directed and monitored movements, visual tactual integrations, visual auditory language integrations, and visual systems integrations. (CL)

Presents a checklist which can be used in the development of materials and activities to develop visual abilities; and includes a visual preference survey designed to provide data needed in responding to some of the checklist items, especially those related to learner abilities and preferences. (CMV)

An argument is given for providing children with visual images for number concepts that they can internalize and which can aid understanding of numbers and their relations. (MP)