The Blind Children's Fund Resources to aid in the care and education of blind children. http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
The Superintendent Of The School Shall Have Had Not Less Than in the art of teaching the blind and shall hold a credential issued by the State Board of Education authorizing him to teach in secondary http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Blind Education Pioneers In China And India Introduction efforts in both countries to teach blind people activities were developing almost in parallel with developments in education of blind people http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Blind Education Pioneers Conclusion place before the dates conventionally assigned for the start of blind education in China and whatever they could, and then to teach others http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Early Blind Education U.S. Public School Education of the Blind in the Early Twentieth Century One Pupil's Celia, you and Martha Bell take Viola and teach her to http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
CATHOLIC ENCYCLOPEDIA Education Of The Blind Education of the Blind. Although the education of the blind as a class dates back no further than the here and there attempts were made to http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Mailgate Sci.research.careers Re Current Recovery Blind To Subject Re Current Recovery Blind to Education Attainment won't take the initiative, or have the capability, to teach themselves what they http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Teaching Blind Students Or Students With Low Vision Guidelines for Blind Students in Saskatchewan A Developmental Curriculum and Resource Guide Saskatchewan Education. January 1992 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
VICTAR Braille Resources to beginning students." International Journal for the Education of the Blind, 5, 4, 8890. school took part in an experiment to teach Grade http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Education Update - Careers And, having just gotten his degree in physical education from Hunter College, To teach students who are blind to explore their environment like other http://www.educationupdate.com/archives/2001/sept01/pages/careers_otmteacher.htm
Extractions: By M.C. Cohen When they first start to move independently, without the aid of a person to guide them, says Filan, in his 28 th year with The Jewish Guild for the Blind, its especially fearful and challenging. Filan, a Brooklyn native, had not planned on spending almost his entire working life working with children who are blind. But, after watching Filan work, it only takes seconds to see that he doesnt doubt that his career choice is a winner. At the outset I was hooked, says Filan, who originally started out to be a general physical education teacher. It takes a very sensitive, hard working person to motivate children who are visually impaired and multiply disabled to be independent travelers. That is the single most important thing we can do for them. As it turned out, the best thing that could have happened to Filan was that in the early 1970s, thanks to the citys budgetary woes, there were no public school gym teaching jobs available. And, having just gotten his degree in physical education from Hunter College, he was ready to work. So, when his professor suggested that he use his skills to teach people who are blind to travel around Filan was eager to give it a try.
Teachers.Net Meeting - Special Education http//www.teachers.net/mentors/ Special education ChatBoard Bluette I have always wanted to teach one on one with a blind or deaf student, http://teachers.net/archive/sp_ed062702.html
UNICEF - Teachers Talking Question What are the main challenges faced by educators who teach visually impaired The education Department of Royal National Institute for the blind http://www.unicef.org/teachers/forum/0300.htm
Extractions: March, 2000 Teaching Visually Impaired Students in Poland This interview was conducted via E-mail with Boguslaw "Bob" Marek , an English as a Second Language instructor at the Catholic University of Lublin, Poland. With additional qualifications from the University of London in Special Educational Needs, he now runs a resource centre for visually impaired university students and teaches ESL to blind and partially sighted children. Question: What are the main challenges faced by educators who teach visually impaired students? Answer: The most important thing to accept when working with visually impaired children is that they are children and not different cases of visual impairment. Once you put the child before the medical condition you can concentrate on what the child CAN do, and not on what YOU think the child is unable to cope with. With this attitude, real problems - but also solutions - are much easier to spot.
Teaching Non-Categorical Orientation And Mobility For over twenty five years I taught communitybased education in my capacity The curriculum used to teach blind children to navigate can be adapted to http://www.wayfinding.net/nonhome.htm
Extractions: Last edited for the school year: The internet links below connect to sections of a travel curriculum for teaching independence to students who have navigational disabilities. Like all e-books it is under constant revision. This web-based curriculum outline (located at URL: http://www.wayfinding.net/nonhome.htm) is printed and distributed to parents and teachers of children who are part of the Saginaw Intermediate School District's community travel program. Web travelers are free to use this guide for their own positive purposes. Please credit the Saginaw Intermediate Schools if you reproduce any part of the document. Thank you. For over twenty five years I taught community-based education in my capacity as the orientation and mobility specialist for the public schools of Saginaw, Michigan (city and county). This would not have been possible without the help of other staff members on the special education team. Deborah Parker and her colleagues in the physical and occupational therapy departments at the Millet Learning Center (Bridgeport, Michigan) conceived of the program in the early-1980's. Deb has been the heart and energy of the community travel program from day one. Without her skills and gentle personality the program would not have lasted. When I started teaching travel skills, I was not aware of a problem that I eventually labeled "navigational disability." As knowledge about the brain evolved during my career, I learned that there are centers in the brain responsible for understanding and moving efficiently through space. The surprising thing for me, given my earlier training as an optometrist, was that this navigation system is independent of the vision system. There are strong neural connections with all the senses, but navigation ability can be selectively impaired by damage to specific brain regions (for example, the hippocampus, or the right parietal lobe). This explained why, shortly after arriving as the new orientation and mobility specialist at the Millet Learning Center in Saginaw, Michigan in 1980, my caseload quickly filled up with children who were neither blind nor visually impaired.
Extractions: (updated April 2000) What are some teaching strategies that can be used when working with children with disabilities in early childhood settings? (From Exceptional Children, An Introduction to Special Education, Fifth edition. Prentice-Hall, Inc.) Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html)
Art Education For The Blind's Are Beyond Sight teach Review Disability Awareness Training, Handbook for Museums and Art education for the blind gratefully acknowledges the vital support of this web http://www.artbeyondsight.org/
Iowa Department For The Blind - Rules: Chapter 2 Exceptions regarding education and experience can only be made by the commission for Ability to teach and develop alternative techniques of blindness. http://www.blind.state.ia.us/laws/chapter2-rules.htm
Extractions: PERSONNEL IAC 12-3-97 1112.1(216B) Qualifications of personnel. 2.1(1) State-licensed professions. Persons employed in positions for which licensure is required by the state are required to hold the appropriate license at the time of hire and maintain it throughout their term of employment even when the Iowa Code exempts individuals employed by a state agency from the licensure requirement. 2.1(2) Service specialist for the blind 2 and senior service specialist for the blind 1 (vocational rehabilitation counselor). Certification shall be required of all vocational rehabilitation counselors employed by the department. a. At the time of hire into the position, an individual holding at least a bachelor's degree from an accredited college or university and one year of work experience shall be granted provisional certification. Exceptions regarding education and experience can only be made by the commission for the blind upon the recommendation of the director. Provisional certification shall be recognized for a maximum period of 18 months. b. An individual may obtain full certification as a vocational rehabilitation counselor by demonstrating competency in the following areas.
ICEVI - Europe: Teachers Training Not that long ago computerassisted education of the blind seemed to be a sheer dream. The graduates are not expected to teach computers to the blind, http://www.icevi-europe.org/tt/ttw1/topic5.html
Extractions: Training of Teachers of the Visually Impaired in Europe Previous Topic Table of Contents Next Topic WORKING SESSION 3 Introduction: DR ANTONINA ADAMOWICZ-HUMMEL Lecture prepared in cooperation with Dr Jadwiga Kuczynska-Kwapisz and Dr Grazyna Walczak, all senior lecturer at the Maria Grzegorzewska College for Special Education in Warsaw, Poland. What are those skills? What are the special topics, or competencies, that teachers should have to be able to either teach those skills or at least help their students acquire them with the help of parents or other specialists? What are the competencies, let me call them "suprasegmental", that are not related to any specific student skills but make teacher a better professional, eg. Research competencies? The organizers of the workshop have come up with the following list of topics: orientation and mobility daily living skills low vision technology early intervention multiple handicaps research.
NFB OF MN, 75TH ANNIVERSARY COMPILATION A quality education for all blind children and adults, whether in a public This special school for the blind was established to teach blind children http://members.tcq.net/nfbmn/hist/educ.htm
Extractions: by Peggy Chong A quality education for all blind children and adults, whether in a public school setting or at the state school for the blind, has always been of concern to the organized blind movement. The generation coming up is the future and hope for the current generation. The Braille and Sight Saving School in Faribault (now known as the State Academy for the Blind) has been the primary concern of the organization over most of our history. For nearly 100 years, the school was the only effective means of educating blind children. This special school for the blind was established to teach blind children because local schools could not do so. Sighted teachers had no training in Braille or other needed skills, and the number of blind children was too low to justify hiring special teachers in each school district. It was not that the organization felt that blind children would always get a better education at Faribault. However, it believed the parents should choose where their child would be educated. The organization was always ready to testify and lend support to the school whenever the idea of merging the school with the School for the Deaf was brought up. It seemed like about every 15 to 20 years, someone would want to merge the school or do away with it all together.
