1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. D Il Ireann - Volume 470 - 15 October, 1996 - Written Answers. - LINKS Nascanna. D il ireann Volume 470 - 15 October, 1996. Written Answers. - Blind Pupil Education. Mr. Ring Mr. Ring http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

8. 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

9. 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

10. 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

11. 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

Cover Story Spotlight On Schools Featured Columnists Letters ... April 2001 New York City September 2001 Navigating the World: Children Who Are Blind 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, “it’s 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 doesn’t 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 city’s 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.

12. A UNIVERSITY GRANT PROJECT ON SCIENCE EDUCATION FOR STUDENTS WITH Functionally blind describes individuals who typically use Braille for efficient The general education teacher needs to know how to teach a class of http://www.ed.psu.edu/ci/Journals/97pap34.htm

13. 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

Thursday, June 27, 2002 Special Education Special Needs Visit the ChatBoards at the Mentor Support Center http://www.teachers.net/mentors/ Special Education ChatBoard Join a Mailring at the Teacher Mailring Center http://www.teachers.net/mailrings/ Check the meeting schedule for future meetings Dave MontrealCan - Hello Msdtchr welcome to my session Dave MontrealCan - Msdtchr what grade do you teach nice to meet you msdtchr - I teach K-8 Dave MontrealCan - Hi Bluette welcome to my session Bluette - I am in NYState and I am a substitute teacher, all grades and subjects msdtchr - hi bluette Bluette - thanks Dave Dave MontrealCan - Msdtchr do you have a sight impaired or blind child you will be teaching in the new year msdtchr - yes, and I have had several over the past few years Dave MontrealCan - Msdtchr what has your experience been like teaching them ? msdtchr - pretty good Bluette - we have a boy in 5th grade in Sept in the school where I am most of the time, school goes through 6th, then its off to the BIG school of 500 students Dave MontrealCan - Msdtchr that is excellent to hear many sight impaired and blind childrne will often work twice as hard to achieve their goals Bluette - I am always surprized at how the other students are with him, very considerate and helpful

14. 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

articles, opinions, and research about teaching and learning Teachers Forum 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. All photographs: B. Marek 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. Q: What about the challenges inherent to the system of education?

15. 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

Teaching Orientation and Mobility to Students with Travel Disabilities Saginaw Intermediate School District Melvin G. Millet Learning Center Doug Baldwin and Deborah Parker 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.

16. Early Childhood Special Education-Teaching Strategies-FAQ Early Childhood Special education Teaching Strategies Available From blind Children s Center, 4120 Marathon Street, Los Angeles, CA 90029; http://ericec.org/faq/ec-teach.html

Early Childhood Special Education: Teaching Strategies (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) E591: Early Childhood Instruction in the Natural Environment (1999) E581: Early Transitions for Children and Families: Transitions from Infant/Toddler Services to Preschool Education (1999) E605: The Individualized Family Service Plan (IFSP) (2000) ... Frequently Asked Questions (FAQs) (http://ericec.org/faqs.html) Early childhood education and assessment Early childhood models/demonstration programs Early intervention and family involvement Inclusive practices in early childhood settings ... Internet Resources (http://ericec.org/faq/earlyc-x.html) You can search the ERIC database yourself on the Internet through either of the following web sites: The Educator's Reference Desk (http://www.eduref.org/)

17. 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/

What's Possible? The Art of Esref Armagan Network Join discussion groups with experts, community listservs, and find programs near you Learn Explore Art History Through Touch and Sound ONLINE and other Web-based art courses Teach Review Disability Awareness Training, Handbook for Museums and Educators, audio crash course, teacher resource center, the latest research Change Celebrate annual Art Beyond Sight Awareness Month, view E-Gallery, find a mentor, amend laws, make a difference Search View Audio/Video sections of the site Art Education for the Blind gratefully acknowledges the vital support of this web site by these foundations: The Christian A. Johnson Endeavor Foundaton National Endowment for the Arts The Verizon Foundation The St. Paul Companies Foundation Art History Through Touch and Sound ONLINE Site Map About Us Calendar ... Yellow Pages

18. 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

Administrative Rules CHAPTER 2 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.

19. 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

www . ICEVI - Europe . org Report Workshop on Training of Teachers of the Visually Impaired in Europe Previous Topic Table of Contents Next Topic WORKING SESSION 3 Theme: Special topics in teacher training as part of teacher's competencies Chair: Prof Dr Helga Weinläder, Germany 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.

20. 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

Promoting Quality Education for Blind Children 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.

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