A look at the need to devise teaching and learning strategies which avoid any barriers to accessing knowledge and information for visually impaired children.
Written in 2005; 1,428 words; 8 sources; MLA; $ 47.95
Paper Summary:
This paper discusses the impact of legislation on the shape of educational services for students with visual impairments. The writer points out four child development theories that are most frequently used to support the practice of early education. The paper also explores support systems for children and parents as well as environmental issues for visually impaired children.
From the Paper:
"Students who are blind or visually impaired have received educational services for many years. The first of these services were provided by men and women who, despite the prevailing attitudes and practices of their day, believed that children who were blind were capable of success in education and in life. These early pioneers and the countless others who have come after them have provided a rich, solid foundation for the education of visually impaired students. (Holbrook, Koenig, 2000). Nowadays, students who have very low vision and even those who are blind, usually attend regular classes, although they will require various types of support. This may include specialized lighting and equipment, and the assistance of a teacher's aid. Most school systems have procedures for providing materials in large print or Braille, and computers have hugely increased the access of blind students to a whole range of resources (Foreman, 2001)."
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