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Auditory Assessment of Visually Impaired Preschoolers: A Team Effort.
Gleason, Deborah – Education of the Visually Handicapped, 1984
The paper provides an overview of audiological terms and types of hearing impairments to help teachers of visually impaired preschoolers work more effectively with audiologists. Both functional auditory assessment and formal audiometric evaluations are discussed. (Author/CL)
Descriptors: Auditory Evaluation, Hearing Impairments, Multiple Disabilities, Preschool Education
The Team Approach to Designing Instruction for Visually Impaired Multiply Handicapped Children: A Decision-Making Paradigm.
Hupp, Susan C.; Rosen, Sandra – Education of the Visually Handicapped, 1985
An eight-step decision-making paradigm appropriate for guiding decisions regarding selection of instructional programming alternatives for visually impaired multiply disabled children is presented. Brief case studies illustrate the application of the paradigm. (Author/DB)
Descriptors: Decision Making, Instructional Design, Interdisciplinary Approach, Multiple Disabilities
Integration of Vision Stimulation in the Classroom. II: Group Programming.
Bernstein, Gail Bruskoff – Education of the Visually Handicapped, 1979
The author describes specific classroom activities and materials that can be used with visually impaired, multihandicapped children who can function in a group. Objectives, procedures, materials, and possible modifications are listed for activities involving colors, shapes, and gross motor development. (Author/CL)
Descriptors: Learning Activities, Multiple Disabilities, Stimulation, Teaching Methods
The Development of Specific Visual Skills in Low Functioning, Non-Verbal Children Who Are Hearing Impaired as well as Visually Impaired.
Muniz, James V. – Education of the Visually Handicapped, 1980
A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)
Descriptors: Hearing Impairments, Learning Activities, Multiple Disabilities, Teaching Methods
Procedures Used to Modify Self-Injurious Behaviors in Visually Impaired, Mentally Retarded Individuals.
Longo, Julie; And Others – Education of the Visually Handicapped, 1981
The article reviews the use and limitations of medical and behavioral approaches (restraints, shock, drugs, punishment and aversive stimulation, reinforcement of incompatible behaviors, and overcorrection) to reduce self injury in visually impaired, mentally retarded persons. Legal and ethical considerations are pointed out. (Author/CL)
Descriptors: Behavior Modification, Ethics, Legal Problems, Mental Retardation
Integration of Vision Stimulation in the Classroom. 1: Individual Programming.
Bernstein, Gail Bruskoff – Education of the Visually Handicapped, 1979
Educational case studies of three multiply handicapped blind children (five to ten years old) are presented in a discussion of visual stimulation approaches. Objectives of activities such as coupling a light with a sound-producing object are described. (CL)
Descriptors: Blindness, Case Studies, Children, Learning Activities
Teachers of the Visually Handicapped: How Can They Best Serve Children with Profound Handicaps?
Erin, Jane N. – Education of the Visually Handicapped, 1986
The article examines various philosophical and professional orientations of teachers of the visually impaired and appropriate service delivery for severely and profoundly retarded children with visual handicaps. Staff contact only, consultation and direct service, and direct services are three delivery models discussed. Frequency, motivation, and…
Descriptors: Delivery Systems, Multiple Disabilities, Program Development, Severe Mental Retardation
Abacus Instruction for Moderately Retarded Blind Children.
Kang, Young Woo; Masoodi, Bashir A. – Education of the Visually Handicapped, 1978
The article describes the process of teaching abacus to moderately retarded blind students as a means of developing concepts of numbers, addition and subtraction, and money values. (Author)
Descriptors: Addition, Blindness, Concept Formation, Mathematics Instruction
Visual Function in the Student with Multiple Handicaps: An Integrative Transdisciplinary Model for Assessment and Intervention.
Erhardt, Rhoda P. – Education of the Visually Handicapped, 1987
A transdisciplinary therapy model that integrates visual services into the student's total educational program is illustrated by a case report of a 19-year-old male with multiple handicaps. Traditional domain areas (cognition, communication, motor, and self-help) are linked to environmental domains (domestic living, community training,…
Descriptors: Case Studies, Cognitive Development, Communication Skills, Daily Living Skills
Psychoeducational Assessment of the Multiply Handicapped Blind Child: Issues and Methods.
Langley, M. Beth – Education of the Visually Handicapped, 1978
Focus is on an assessment model that integrates process-oriented and eclectic approaches to cognitive, linguistic, motoric, and social assessment of this population. (Author/DLS)
Descriptors: Blindness, Child Development, Cognitive Processes, Conceptual Schemes