Journal articles: 'Blind children'

1

Student. "MORE BLIND CHILDREN?" Pediatrics 97, no. 2 (February 1, 1996): 219. http://dx.doi.org/10.1542/peds.97.2.219.

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Directors of blind children's centers in Phoenix, San Francisco, Boston, Los Angeles, and other cities report increased enrollments because of retinopathy of prematurity (ROP) and cortical visual impairment, but there is no official tracking or registry of blind children nationwide ...

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DAVIDSON, IAIN F. W. K., and JOYCE NESKER SIMMONS. "Young blind children." International Journal of Rehabilitation Research 15, no. 3 (September 1992): 219–26. http://dx.doi.org/10.1097/00004356-199209000-00005.

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Sullivan, Karen. "Colour-blind children." Early Years Educator 12, no. 11 (March 2011): 21–23. http://dx.doi.org/10.12968/eyed.2011.12.11.21.

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Jennings, Julie. "Working with blind children." Children and Young People Now 2014, no. 5 (March 4, 2014): 37. http://dx.doi.org/10.12968/cypn.2014.5.37.

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Arsnow, George F., Joan Dichiera, Louise Mould, Dona Sauerburger, and Freddie Peaco. "Blind Parents Rearing Sighted Children." Journal of Visual Impairment & Blindness 79, no. 5 (May 1985): 193–98. http://dx.doi.org/10.1177/0145482x8507900501.

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A panel addresses some of the concerns of blind parents. One partially sighted mother focuses on raising infants and preschoolers, a blind mother talks about raising a school-aged child with her blind husband, and a blind father discusses raising teenagers.

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PREISLER, GUNILLA M. "Blind children in nurseries with sighted children." International Journal of Rehabilitation Research 16, no. 4 (December 1993): 337–39. http://dx.doi.org/10.1097/00004356-199312000-00014.

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LUCCHESE, FRANCO. "Psychometric test for blind adults and children, critical issues and perspectives." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (July 2, 2016): 109. http://dx.doi.org/10.17060/ijodaep.2016.n1.v2.150.

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In literature a paucity of issues to measure cognitive functioning in the blinds is available (Rich, Anderson, 1965; Pichot, 1968; Newland, 1969; Vander Kolk, 1977; Nelson, Joyce, Dias, 2002) but in these reviews it is clear that they are not yet widely available without further support for research and development. This is particularly true for blind children. The purpose of the current study is to provide a proposal version of some of the Visual Performance Subtests adapted to blind children.

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Bigelow, Ann. "Early words of blind children." Journal of Child Language 14, no. 1 (February 1987): 47–56. http://dx.doi.org/10.1017/s0305000900012721.

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ABSTRACTThe first 50 words of three blind children were collected and analysed using procedures used by Nelson (1973) on 18 sighted children. The early vocabulary of the blind children paralleled that of the sighted children in the age and speed of acquisition, and in the underlying characteristics of what the children chose to label. These reflect a sensorimotor organization in which self-action and perceptual change are the salient variables. The early words of the blind children differed from those of sighted children in the percentage of words in each of Nelson's grammatical categories. This suggests differences in how the children use language. These differences are discussed as a function of the children's lack of vision and their particular language learning context.

9

Millichap, J. Gordon. "Sleep Disorders in Blind Children." Pediatric Neurology Briefs 13, no. 10 (October 1, 1999): 77. http://dx.doi.org/10.15844/pedneurbriefs-13-10-7.

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Dürre, Karl P., and Ingeborg Dürre. "Electronic paper for blind children." Education and Computing 2, no. 1-2 (1986): 101–6. http://dx.doi.org/10.1016/s0167-9287(86)91136-2.

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Fazzi, Elisa, Josè Lanners, Simona Danova, Oreste Ferrarri-Ginevra, Chiara Gheza, Antonella Luparia, Umberto Balottin, and Giovanni Lanzi. "Stereotyped behaviours in blind children." Brain and Development 21, no. 8 (December 1999): 522–28. http://dx.doi.org/10.1016/s0387-7604(99)00059-5.

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Mindell, J. A., and C. M. De Marco. "Sleep Problems of Young Blind Children." Journal of Visual Impairment & Blindness 91, no. 1 (January 1997): 33–39. http://dx.doi.org/10.1177/0145482x9709100106.

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This study investigated the sleep of 28 young blind and 22 sighted children aged 4–36 months whose parents completed the Sleep Habits Questionnaire. It found that the blind children had significantly more sleep problems related to bedtime and behaviors during the night than did the sighted children. In addition, the blind children went to sleep later at night, were awake longer during the night, and had less sleep time.

13

Bigelow, Ann E. "Hiding in blind and sighted children." Development and Psychopathology 3, no. 3 (July 1991): 301–10. http://dx.doi.org/10.1017/s0954579400005320.

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AbstractChildren with varying visual abilities (totally blind, visually impaired, normally sighted) participated in a longitudinal study of the development of the ability to infer what is seen by another. The children were asked to hide themselves, a toy, and specific parts of their bodies from a sighted observer. After each hiding the observer asked, “Can I see you?” to determine whether the children associated self-exposure with what was hidden. The totally blind children were not as successful at hiding as the other children. The totally blind children associated hiding with being in contact with an obstacle but did not necessarily understand that the covering obstacle had to completely block the observer's view of what was hidden or that covering was not necessary if other obstacles already blocked the observer's view. The totally blind children and one visually impaired child associated self-exposure with exposure of the mouth, whereas the other children who associated self-exposure with a particular body part associated self-exposure with exposure of their eyes. Results suggest that lack of direct visual experience impedes blind children's understanding of what constitutes a barrier to vision, which affects their ability to infer what others see. Implications of the findings for understanding the development of the self in blind children are discussed.

14

Anderson, D. W., and K. P. Fisher. "Nominal Realism in Congenitally Blind Children." Journal of Visual Impairment & Blindness 80, no. 8 (October 1986): 896–900. http://dx.doi.org/10.1177/0145482x8608000807.

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To add to our understanding of language and cognition in congenitally blind children, the notion of nominal realism was probed. Subjects responded to questions regarding the origin of object names and whether these names could be changed. Inquiry also focused on whether the children assigned animistic qualities to the objects. Results of the investigation indicated that nominal realism, as an attribute of preoperational thought, remains a characteristic of blind children's thinking longer than it does for sighted children. This finding is related to the limitations blindness is thought to impose on children's interactions with objects, and the general delay in (Piagetian) cognitive development observed among congenitally blind youngsters. These results underscore the need for providing appropriate cognitive and linguistic experiences for young blind children.

15

Wan-Lin, M. M., and P. E. Tait. "The Attainment of Conservation by Visually Impaired Children in Taiwan." Journal of Visual Impairment & Blindness 81, no. 9 (November 1987): 423–28. http://dx.doi.org/10.1177/0145482x8708100907.

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A study to investigate the differences in cognitive development between sighted and visually impaired children in the Republic of China, as measured by Piagetian tasks of conservation, indicated that age and vision were two significant variables contributing to the attainment of conservation with young visually impaired children, who were more apt to be nonconservers; the order of difficulty of eight conservation tasks for the partially sighted children was more similar to that of the sighted children than to that of the blind children, with the blind children differing greatly from both the partially sighted and the sighted children; a one-to-four-year developmental lag in the attainment of conservation was found in blind children compared to the sighted and partially sighted children; blind children made up these development delays at the age of 11; and the explanations given by the conservers among the sighted, partially sighted and blind children were similar; the explanations given by the blind and partially sighted nonconservers, however, demonstrated more variability than those of the sighted nonconservers.

16

Campbell, Julie. "Maternal Directives to Young Children who are Blind." Journal of Visual Impairment & Blindness 97, no. 6 (June 2003): 355–65. http://dx.doi.org/10.1177/0145482x0309700604.

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The results of a detailed analysis of how mothers direct attention and play with their blind and sighted 18-month-old children found that the mothers of the blind children were no more directive than were the mothers of the sighted children, but that they made some use of directives that were particular to the needs of young blind children.

17

Menard, Lucie, and Christine Turgeon. "Vowel production in sighted children and congenitally blind children." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2105. http://dx.doi.org/10.1121/1.4899575.

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18

Ferrante, Olivia. "Why Blind Children Should Learn Braille." Journal of Visual Impairment & Blindness 80, no. 2 (February 1986): 594. http://dx.doi.org/10.1177/0145482x8608000208.

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A. special forum for individuals to respond In detail to material published in the Journal of Visual Impairment & Blindness or to raise issues which relate to the specialized field of work with blind and visually handicapped persons. Contributions should be 350–1000 words in length.

19

Venugopal, NatarajaP. "Screening of blind children - Its importance." Indian Journal of Ophthalmology 70, no. 2 (2022): 685. http://dx.doi.org/10.4103/ijo.ijo_2493_21.

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Ashmead, Daniel H., Everett W. Hill, and Charles R. Talor. "Obstacle perception by ongenitally blind children." Perception & Psychophysics 46, no. 5 (September 1989): 425–33. http://dx.doi.org/10.3758/bf03210857.

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21

Hindley, Peter. "Development of deaf and blind children." Psychiatry 4, no. 7 (July 2005): 45–48. http://dx.doi.org/10.1383/psyt.2005.4.7.45.

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22

Watson, G. R. "Teaching Blind and Low Vision Children." Journal of Visual Impairment & Blindness 87, no. 1 (January 1993): 3–5. http://dx.doi.org/10.1177/0145482x9308700103.

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23

Rosas, Ricardo, Miguel Nussbaum, Katherine Strasser, and Felipe Csaszar. "Computer assisted mediation for blind children." Computers & Education 28, no. 4 (May 1997): 229–35. http://dx.doi.org/10.1016/s0360-1315(97)00014-6.

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24

Parmar, Ranjana, and Kate Gingell. "Psychotherapy with Children who are Blind." Clinical Child Psychology and Psychiatry 1, no. 2 (April 1996): 275–82. http://dx.doi.org/10.1177/1359104596012008.

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25

Levtzion-Korach, O., A. Tennenbaum, R. Schnitzer, and A. Ornoy. "Early motor development of blind children." Journal of Paediatrics and Child Health 36, no. 3 (June 9, 2000): 226–29. http://dx.doi.org/10.1046/j.1440-1754.2000.00501.x.

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Wright, Barry. "Development in deaf and blind children." Psychiatry 7, no. 7 (July 2008): 286–89. http://dx.doi.org/10.1016/j.mppsy.2008.05.007.

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27

Stewart, Barbara A., Frederick M. Karrer, Roberta J. Hall, and John R. Lilly. "The blind loop syndrome in children." Journal of Pediatric Surgery 25, no. 8 (August 1990): 905–8. http://dx.doi.org/10.1016/0022-3468(90)90201-j.

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28

Sanchez, Jaime. "User-Centered Technologies for Blind Children." Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 4, no. 2 (November 30, 2008): 96–122. http://dx.doi.org/10.17011/ht/urn.200810245832.

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29

Franklin, Barbara. "Tactile aids with deaf‐blind children." Journal of the Acoustical Society of America 88, S1 (November 1990): S191. http://dx.doi.org/10.1121/1.2028861.

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30

Kono, Emi, and Koichi Oda. "Favorite activities for deaf-blind children." International Congress Series 1282 (September 2005): 873–76. http://dx.doi.org/10.1016/j.ics.2005.05.168.

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31

Sarwendah, Sri, Henri Hartman, and Muhammad Alfin. "OVERVIEW OF BLIND-CHILDREN CARIES INDEX IN SPECIAL NEED SCHOOLS IN CIMAHI CITY." Journal of Health and Dental Sciences, Volume 2 No 2 (September 30, 2022): 356–74. http://dx.doi.org/10.54052/jhds.v2n2.p365-374.

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Blind people have limitations in receiving dental and oral health information. It can facilitate the occurrence of caries. Blind people have limitations in performing various activities that require vision assistance, such as maintaining oral and dental hygiene when brushing their teeth, so blind people often experience multiple problems with their teeth, one of which is caries. This study aimed to determine the caries index in blind children in SLBN A Cimahi City and SLBN A Bandung City. The study used a cross-sectional design and consecutive sampling. The number of samples was 21 blind children. The study's results on blind children aged 6-12 showed a very low to moderate caries index. The def-t index in children with low vision blindness has moderate criteria; in children with total blind blindness, it has low standards. Children with low vision and total blind have the same DMF-T index, which is low. The def-t index in SLBN A Citeureup Cimahi City has low criteria, while SLBN A Padjadjaran Bandung City has a def-t index with moderate standards. SLBN A Citeureup Cimahi City and SLBN, A Padjadjaran Bandung City, have the same DMF-T index, which is low. Parents, teachers, caregivers, and health workers need to pay more attention to the dental and oral health of blind children.

32

Di Giovanni, Elena. "Participatory accessibility: Creating audio description with blind and non-blind children." Journal of Audiovisual Translation 1, no. 1 (November 14, 2018): 155–69. http://dx.doi.org/10.47476/jat.v1i1.50.

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This article focuses on participatory accessibility by providing a definition, several theoretical insights and practical examples. By reporting on an inclusive and participatory experience carried out with blind, partially sighted and non-blind children in the drafting, recording and using audio description (AD) for a live opera performance, the aim is to bring into the spotlight the potential benefits of making accessibility a collective, open enterprise where end-users and creators are one. The article also advocates for the participatory turn in media accessibility research and practice.

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Jasmien Herssens and Ann Heylighen. "Blind Photographers: A Quest into the Spatial Experiences of Blind Children." Children, Youth and Environments 22, no. 1 (2012): 99. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0099.

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PÉREZ-PEREIRA, MIGUEL. "Deixis, personal reference, and the use of pronouns by blind children." Journal of Child Language 26, no. 3 (October 1999): 655–80. http://dx.doi.org/10.1017/s0305000999003955.

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Blind children are considered to use personal reference terms late and with a great deal of reversal errors. However, in previous research, there has been a dearth of both quantitative and qualitative data on their use of pronouns. In the present paper data from a longitudinal study of five children (three totally blind, one partially sighted, and one sighted) is presented. The children had different ages at the begining of the study, ranging from 0;9 to 2;5, and were followed for a time span of over 12 months. Every spatial deictic term and personal reference term used by the children was analysed. Special attention was given to the analysis of the reversal errors. The data obtained clearly showed that the blind children began to use personal reference terms as early as the sighted children, and that the use of reversals was not a general characteristic of the language of the blind children, since only one of the four blind or partially sighted children produced a noticeable percentage of reversals. The analysis of the contexts in which reversal errors were produced showed that imitation does not fully explain them, and some proposals for a multiplex explanation of reversals are offered. Thus, the data do not give support to the idea that blind children in general show problems with pronouns, nor to those claims that link blind children with autistic children in this regard.

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van Loon-Vervoorn, Anita, and Loekie Eibers. "Kennis van Lexicale Relaties Bij Blinde Kinderen." Taal(leer)problemen 60 (January 1, 1998): 47–52. http://dx.doi.org/10.1075/ttwia.60.06loo.

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Blind children acquire their mother tongue in a relatively 'decontextualized' way, as compared to their sighted peers. Many word meanings which sighted children learn in a predominantly visual experiential context, have to be verbally explained and defined to blind children. In consequence, blind children may be deficient in the more experientially based aspects of word meaning, but may be aheadof their,sighted peers in their acquisition of the more verbally based meaning relations between words. Our findings indicate that blind children do not seem to be 'ahead' of sighted children in the knowledge about verbally based relations but rather in the accessibility of the relations which they have in their lexicon.

36

Lumbreras, Mauricio, and Jaime Sánchez. "3D Aural Interactive Hyperstories for Blind Children." International Journal of Virtual Reality 4, no. 1 (January 1, 1999): 18–26. http://dx.doi.org/10.20870/ijvr.1999.4.1.2661.

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Interactive stories are commonly used for learning and entertainment purposes and enhance the development of several perceptual and cognitive skills. These experiences are not very common among blind children because most computer games and electronic toys do not have accessible sound interfaces. This study introduces the idea of interactive hyperstories performed in a 3D acoustic virtual world. The hyperstory model enables us to build an application to help blind children to enrich their early world experiences through exploration of interactive virtual worlds by using 3D aural representations of the space. We have produced AudioDoom, an interactive model-based software for blind children. The prototype was qualitatively and quantitatively field-tested with several blind children in a Chilean school setting. Our preliminary results indicate that when acousticbased entertainment applications are carefully applied with an appropriate methodology they can be used without visual cues. We also found that spatial sound experiences can create spatial navigable structures in the minds of blind children. Methodology and usability evaluation procedures and results appeared to be critical to the efectiveness of interactive Hyperstories performed in a 3D acoustic virtual world.

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Sidiq, Umar, and Nurul Aini. "PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 79. http://dx.doi.org/10.29062/jie.v4i1.113.

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Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

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Sari, Lailli Irna, Zakki Teguh Wibawa, Robbit Azam Jaistyurohman, and Dani Alamsyah. "Implementasi Pendidikan Agama Islam Bagi Siswa Tunanetra." ALSYS 1, no. 1 (November 5, 2021): 178–88. http://dx.doi.org/10.58578/alsys.v1i1.31.

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Education is an aspect that must be accepted by children so that later they are not wrong in taking steps to take the next life. Islamic religious education itself is an education that must be known by every child so that it becomes a guide for the life to come. This journal will discuss the material "Implementation of Islamic Religious Education for Blind Children". This journal was created because not many materials have been published in other journals, because many people despise blind children in doing learning which causes blind children to be underestimated by outsiders. Whereas blind children themselves have a level of intelligence that sometimes exceeds the abilities of normal children.

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Dimcovic, N., and M. J. Tobin. "The Use of Language in Simple Classification Tasks by Children who are Blind." Journal of Visual Impairment & Blindness 89, no. 5 (September 1995): 448–59. http://dx.doi.org/10.1177/0145482x9508900510.

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Two groups of classification tasks, verbal and figurative, were presented to 30 blind children and 30 sighted children aged 6–11. Although the younger blind children were significantly less efficient on both groups of tasks and on the vocabulary test, those who were age 11 had reached or were close to the level of the sighted children. The analysis illustrates how the blind children adjusted their conceptual knowledge to their lexicon, or vice versa (borrowing some linguistic patterns from the experimenter, if necessary).

40

Smith, Maureen Claire. "Imaginary Companions of Blind, Deaf, and Typically Developing School Children." Imagination, Cognition and Personality 38, no. 3 (February 28, 2018): 290–314. http://dx.doi.org/10.1177/0276236618761371.

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Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for at-risk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8- to 12-year-old children. It examines teacher- and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.

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Wyatt, L., and G. Y. Ng. "The Effect of Visual Impairment on the Strength of Children's Hip and Knee Extensors." Journal of Visual Impairment & Blindness 91, no. 1 (January 1997): 40–46. http://dx.doi.org/10.1177/0145482x9709100107.

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A test of the strength of children's hip and knee extensors found that children who were congenitally blind or had low vision had weaker knee extensors than did sighted children, but that after the correction for lean body weight (LBW), these differences were not significant. The children who were blind or had low vision also had weaker hip extensors, but after LBW correction, only the blind children's hip extensors were weaker than those of the children with normal vision. The findings indicate that congenitally blind children may be prone to develop weak leg extensors because of poor body build or the constraints of blindness and that they require extensive physical intervention during infancy.

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Kronick, M. K. "Children and Canes: An Adaptive Approach." Journal of Visual Impairment & Blindness 81, no. 2 (February 1987): 61–62. http://dx.doi.org/10.1177/0145482x8708100206.

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A sequence of canes has been developed at the Oregon School for the Blind for use by young blind and/or multihandicapped students to help compensate for the lack of gross motor development required to use a regular long cane. These canes can increase independence of movement at a time when motivation is at a peak.

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Ittyerah, Miriam, and Manisha Goyal. "Fantasy and Reality Distinction of Congenitally Blind Children." Perceptual and Motor Skills 85, no. 3 (December 1997): 897–98. http://dx.doi.org/10.2466/pms.1997.85.3.897.

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40 congenitally blind and 40 sighted children were tested for fantasy-reality distinctions of real and imagined objects and the development of concepts of darkness, hidden objects, space, dreams, emotions, facial expressions, size, and height. Analysis indicated that the blind children distinguished between contents of fantasy and reality, although they were less sure about the reality status of the objects. The sighted group gave more reality responses than the blind group for the concepts of dreams and hidden objects, but the remaining concepts were somewhat the same. Cognitive development explained in terms of theory formation may not explain the development of young blind children completely. Their knowledge that contents of fantasy are not real may be obtained through interpersonal experiences that are publicly shared.

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Bogusz, Edyta, Hanna Koprowska, and Ewa Skrodzka. "Performance in a Pitch Memory Task by Visually Handicapped Children and Youths." Archives of Acoustics 37, no. 4 (December 1, 2012): 549–53. http://dx.doi.org/10.2478/v10168-012-0064-x.

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Abstract The present work discusses results concerning sound perception obtained in a pitch memorization experiment for blind and visually impaired subjects (children and teenagers). Listeners were divided into two age groups: 7-13 year olds and 14-18 year olds. The study tested 20 individuals (8 congenitally blind and 12 visually impaired) and 20 sighted persons comprising reference groups. The duration of the experiments was as short as possible due to the fact that our listeners were children. To date, no study has described results of such experiment for blind/visually handicapped children and teenagers. In the pitch memory experiment blind teenagers outperformed blind children and both age groups of visually impaired subjects in two out of three tested cases. These results may have implications for the development of auditory training in orientation and mobility of young visually handicapped people.

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Hull, T., and H. Mason. "Performance of Blind Children on Digit-Span Tests." Journal of Visual Impairment & Blindness 89, no. 2 (March 1995): 166–69. http://dx.doi.org/10.1177/0145482x9508900213.

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This article reports the results of digit-span tests that were administered to 314 children who are blind. The results showed that gender, first language, and educational setting had no effect on the children's scores and that the congenitally totally blind children scored higher than did the sighted children, whereas those who had had some sight did not.

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Sampaio, E. "Is There a Critical Age for Using the Sonicguide with Blind Infants?" Journal of Visual Impairment & Blindness 83, no. 2 (February 1989): 105–8. http://dx.doi.org/10.1177/0145482x8908300208.

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The ways in which blind babies and children use electronic sensory substitutes are related to their perceptual development. Previous studies suggested that there is a critical age—13 months—after which children find it difficult to use a device such as the Sonicguide. The results of this study of five blind children aged 5–48 months question the suitability of behavioral cues that have been chosen to determine this critical age. The specific development of blind children and its implications are also discussed.

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Bigelow, Ann E. "The Effects of Distance and Intervening Obstacles on Visual Inference in Blind and Sighted Children." International Journal of Behavioral Development 14, no. 3 (September 1991): 273–83. http://dx.doi.org/10.1177/016502549101400302.

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Totally blind, visually impaired, and normally sighted children participated in a longitudinal study in which they were asked if an observer could see the toy they were holding from varying distances in three different tasks: (1) in front of the child with no intervening obstacles between the observer and the toy; (2) behind the child with the child's body as an intervening obstacle; (3) in front of the child with walls or furniture as intervening obstacles. Visually impaired and normally sighted children were given the tasks in both blindfold and nonblindfold conditions. The totally blind children mastered the tasks later than the other groups of children. The totally blind and visually impaired children in the blindfold condition made more mistakes in Tasks 1 and 2 when the observer was over 1 metre from them than when she was less than 1 metre from them. The totally blind children had more difficulty on Task 3 than the other children, and were the only children to make mistakes when walls were the intervening obstacles between the observer and the toy. The results suggest that blind children have difficulty understanding the effects of distance and intervening obstacles on vision and that their mistaken ideas may be based on analogies to their own perceptual experience.

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Mulyatno, Carolus Borromeus, and Sandra Bakhita Parada Costa. "Experiences of Educing Blind and Deaf Children in The Study of Interpretive Phenomenological Analysis." ENDLESS: International Journal of Future Studies 5, no. 2 (June 24, 2022): 30–42. http://dx.doi.org/10.54783/endlessjournal.v5i2.73.

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A blind and deaf child has a natural power to relate to other people even in situations and conditions of physical limitations. In relating and communicating with a blind and deaf child, teachers and caregivers need to recognize the child's modality. This study aimed to explore the experience of accompanying and educating a blind and deaf child. This qualitative research used an Interpretative Phenomenological Analysis (IPA) approach and a case study using the interview method to collect data. The case studied was the experience of a teacher in accompanying and educating a blind and deaf student at the Helen Keller Special School (SLB G/AB) Helen Keller, Wirobrajan, Yogyakarta. Helen Keller's thoughts on relationships with children with special needs became the framework for analyzing research data. The results of the study showed that blind and deaf children related to other people by using the senses of touch, smell, and taste. These three senses were modalities and bridges for teachers to build relationships with blind and deaf children in the process of learning and to live together. Affective and empathic attention and relationships become the basis for assisting and educating blind and deaf children.

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Dote-Kwan, J., and M. Hughes. "The Home Environments of Young Blind Children." Journal of Visual Impairment & Blindness 88, no. 1 (January 1994): 31–42. http://dx.doi.org/10.1177/0145482x9408800106.

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The aim of this study was to identify specific aspects of the home environment related to the development of young children with visual impairments. The subjects of the study were 18 mothers and their legally blind children, aged 20–36 months, with no other handicapping conditions. The overall home environments were found to be consistently favorable, despite the differences in the parents’ socioeconomic status. However, they were not significantly related to any developmental scores except for the positive relationship between the emotional and verbal responsiveness of some mothers and the expressive pragmatic language abilities of their children.

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Bigelow, Ann E. "The development of reaching in blind children." British Journal of Developmental Psychology 4, no. 4 (November 1986): 355–66. http://dx.doi.org/10.1111/j.2044-835x.1986.tb01031.x.

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Journal articles on the topic 'Blind children'

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