Bibliografías temáticas / Visual disabilities in children

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Literatura académica sobre el tema "Visual disabilities in children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Visual disabilities in children"

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Ashmead, Daniel H., Robert S. Wall, Kiara A. Ebinger, Susan B. Eaton, Mary-M. Snook-Hill, and Xuefeng Yang. "Spatial Hearing in Children with Visual Disabilities." Perception 27, no. 1 (January 1998): 105–22. http://dx.doi.org/10.1068/p270105.

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A study is reported of the effect of early visual experience on the development of auditory space perception. The spatial hearing of thirty-five children with visual disabilities (twenty-two with congenital total blindness) was compared with that of eighteen sighted children and seventeen sighted adults. The tests provided a comprehensive assessment of spatial-hearing ability, including psychophysical estimates of spatial resolution in the horizontal, vertical, and distance dimensions, as well as measures of reaching and walking to the locations of sound sources. The spatial hearing of the chi
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Khandekar, Rajiv. "Visual disabilities in children including childhood blindness." Middle East African Journal of Ophthalmology 15, no. 3 (2008): 129. http://dx.doi.org/10.4103/0974-9233.51988.

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Menacker, Sheryl J. "Visual function in Children with Developmental Disabilities." Pediatric Clinics of North America 40, no. 3 (June 1993): 659–74. http://dx.doi.org/10.1016/s0031-3955(16)38557-1.

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Knowlton, Marie. "Efficiency in Visual Scanning by Children with and without Visual Disabilities." Exceptional Children 63, no. 4 (June 1997): 557–65. http://dx.doi.org/10.1177/001440299706300415.

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Visual scanning behavior and scanning efficiency of children between the ages of 3.5 and 10 years was studied. Twenty-two children with visual disabilities and 25 children without visual disabilities visually searched a line drawing and identified objects as the examiner recorded the objects named. A scan path was then constructed and scanning efficiency was computed by dividing the scan path length by the number of objects named. Significant differences were found between the two groups in the length of the scan path and number of objects reported, but no significant differences were found in
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Blasi, Francesco D. Di, Flaviana Elia, Serafino Buono, Ger J. A. Ramakers, and Santo F. Di Nuovo. "Relationships between Visual-Motor and Cognitive Abilities in Intellectual Disabilities." Perceptual and Motor Skills 104, no. 3 (June 2007): 763–72. http://dx.doi.org/10.2466/pms.104.3.763-772.

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The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and
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Kanari, Harikleia, and Vassilis Argyropoulos. "Museum Educational Programmes for Children with Visual Disabilities." International Journal of the Inclusive Museum 6, no. 3 (2014): 13–26. http://dx.doi.org/10.18848/1835-2014/cgp/v06i03/58333.

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Magnan, Annie, and Jean Ecalle. "Audio-visual training in children with reading disabilities." Computers & Education 46, no. 4 (May 2006): 407–25. http://dx.doi.org/10.1016/j.compedu.2004.08.008.

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Salkić, Adelisa, and Milena Nikolić. "PERCEPTIVE-MOTOR SKILLS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES." Research in Education and Rehabilitation 4, no. 1 (2021): 27–42. http://dx.doi.org/10.51558/2744-1555.2021.4.1.27.

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Perceptual-motor skills (PMS) are very important for the functioning of children in general, including children with developmental disabilities, and enable a person to, based on the stimulus through movement it acts on the space that is surrounded. This paper aims to review the research of enriched knowledge of PMS of children with disabilities, which emphasized the importance of performing activities of everyday life and the acquisition of academic skills. The papers collected a search of electronic databases using the keywords: PMS, children with disabilities, visual perception, gross and fi
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Holhoș, Larisa Bianca, Mihaela Cristiana Coroi, and Liviu Lazăr. "Observations on Refractive Status and Risk Factors for Visual Impairment in Children with Disabilities." Medicina 57, no. 5 (April 22, 2021): 403. http://dx.doi.org/10.3390/medicina57050403.

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Vision integrates all the senses and plays a fundamental role in the acquisition of different skills and the general development of a child. Recently, refractive errors and visual impairment have become serious health problems among children. Background and Objectives: The aim of this study was to identify the prevalence of refractive errors and visual impairment in children with disabilities. Moreover, this study aimed to explore the risk factors for visual impairment in children with respect to vitamin D levels, parental smoking, and the use of spectacles. Materials and Methods: We retrospec
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Swanson, H. Lee, and Olga Jerman. "Math Disabilities: A Selective Meta-Analysis of the Literature." Review of Educational Research 76, no. 2 (June 2006): 249–74. http://dx.doi.org/10.3102/00346543076002249.

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This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have comorbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal problem solving, naming speed, verbal working memory (WM), visual-spatial WM, and long-term memory (LTM). Children with MD outperformed comorbid children on measures of literacy, visual-spatial problem solving, LTM, short-term memory (STM) for words, an
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Tesis sobre el tema "Visual disabilities in children"

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Varghese, Bobby John. "Oral health status and attitudes of visually impaired children and adolescents in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22096139.

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DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.
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Yiu, Siu-wah Lucy. "Self-concept of visually impaired students in a mainstream secondary school in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057386.

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Chang, Chien-huey. "Adolescents with visual impairment or blindness : perceptions of social support and career development /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Correia, Susana. "Uniqueness of the visual processing disabilities in children with nonverbal learning disabilities and their relationship to performance in arithmetic." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ46016.pdf.

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Lau, Wai-yue Theresa. "The integration of blind students in Hong Kong secondary schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627279.

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Bickford, James. "An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1316.

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Since the inception of special education legislation, the identification of severely visually impaired children has become a difficult task. Official prevalence rates for severe visual impairment currently vary from 8 per 10,000 to 120 per 10,000 school aged children. With such a large discrepancy in rates, it is difficult to plan and provide appropriate specialized services to this group of children. Given this wide variance of reporting, several questions have arisen: (1) What is the prevalence of severely impaired vision as a secondary handicap when another handicapping condition is already
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Lourens, Heidi. "The lived experiences of higher education for students with a visual impairment : a phenomenological study at two universities in the Western Cape, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96732.

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Thesis (PhD)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT: Introduction: In the last two decades there has been an increase in the numbers of visually impaired students accessing universities in South Africa. However, very few studies have documented the experiences of these students. Through the lens of a phenomenological understanding of disability, this study thus aimed to capture the lived experiences of visual impairment, as recounted by participants from two universities in the Western Cape, South Africa. Methods: Data were collected and analysed according to the principles of t
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Cherian, Leela. "Parental control styles and creative problem-solving abilities in children with vision impairment." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36577/1/36577_Digitised%20Thesis.pdf.

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Vision is an extremely important sense mode for learning. A great deal of learning takes place through the use of the visual modality. Therefore, children with vision impairment miss many valuable opportunities for learning and development. The research reported in this thesis is an exploration of parental styles of control and teaching styles and children's creative problem-solving abilities in Australia and Gujarat (India). The children in the study were children with sight and vision impairment (Australia) and children with vision impairment across two cultures (Australia and Gujarat) in
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Larryant, Bernardus. "The impact of a visual activity schedule for teaching swimming to children with disabilities." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46345.

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As a physical activity, swimming has many sociological and safety benefits (Brenner, Saluja, & Smith, 2003; Rogers, Hemmeter, & Wolery, 2010). Past research has investigated different methods for teaching swimming lessons to children with autism and other developmental disabilities (Jull, 2012; Pan, 2010; Pan, 2011; Rogers et al, 2010; Yilmaz, Birkan, Konukman, & Yanardag, 2010). However, no research to date has specifically examined the impact of a visual activity schedule (VAS) during swimming lessons. Moreover, the focus of past research has been mainly on 1:1 instruction, rather than group
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Libros sobre el tema "Visual disabilities in children"

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Teaching children with visual impairments. Milton Keynes, [England]: Open University Press, 1992.

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1955-, Holbrook M. Cay, ed. Children with visual impairments: A parents' guide. Bethesda, Md: Woodbine House, 1996.

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Bishop, Virginia E. Teaching visually impaired children. 2nd ed. Springfield, Ill: Charles C Thomas, 1996.

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1959-, Ockelford Adam, ed. Visual needs. London: Continuum, 2005.

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Chen, Deborah. Essential elements in early intervention: Visual impairment and multiple disabilities. New York, NY: AFB Press, 2014.

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Christine, Arter, and University of Birmingham. School of Education., eds. Children with visual impairment in mainstream settings. London: David Fulton, 1999.

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1960-, Roe João, ed. Children with visual impairments: Social interaction, language and learning. London: Routledge, 1998.

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Basu, S. G. Public library services to visually disabled children. Jefferson, N.C: McFarland, 1991.

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VITAL and Royal National Institute for the Blind., eds. Approaches - to working with children with multiple disabilities and a visual impairment. London: RNIB on behalf of VITAL, 1998.

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Ferrin, Denise. Guide to resources for children and youth with visual impairments. Westminster, Calif. (P.O. Box 11, Westminster 92684): D. Ferrin, 1994.

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Capítulos de libros sobre el tema "Visual disabilities in children"

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Whitaker, Diane Beaseley, and Elana M. Scheiner. "Evaluating School-Aged Children with Visual Disabilities." In Handbook of Children with Special Health Care Needs, 153–67. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_8.

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Argyropoulos, Vassilios, and Charikleia Kanari. "The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums." In Inclusion, Equity and Access for Individuals with Disabilities, 125–51. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_7.

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Hathazi, Andrea, and Vassilios Argyropoulos. "The Role of Inclusive Teaching and Creating Learning Experiences for Children with Visual Impairments and Multiple Disabilities." In The Routledge Handbook of Inclusive Education for Teacher Educators, 538–50. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003266068-38.

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Barreto, Armando, and Scott Hollier. "Visual Disabilities." In Human–Computer Interaction Series, 3–17. London: Springer London, 2019. http://dx.doi.org/10.1007/978-1-4471-7440-0_1.

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Varney, Nils R., and Abigail B. Sivan. "Visual-Spatial Disabilities." In Clinical Application of Neuropsychological Test Batteries, 383–401. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_13.

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Lovegrove, William. "The Visual Deficit Hypothesis." In Learning Disabilities, 246–69. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_8.

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Freeman, Michael D. A. "Children with Disabilities." In Children, their Families and the Law, 233–44. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22326-8_11.

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Levey, Judith C., and Vasilios K. Lagos. "Children with disabilities." In Reason to hope: A psychosocial perspective on violence & youth., 197–213. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10164-009.

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Klingberg, Gunilla. "Children with Disabilities." In Behavior Management in Dentistry for Children, 93–105. Chichester, UK: John Wiley & Sons, 2014. http://dx.doi.org/10.1002/9781118852446.ch7.

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Harrington Meyer, Madonna, and Ynesse Abdul-Malak. "Diagnosing Disabilities." In Grandparenting Children with Disabilities, 65–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_4.

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Actas de conferencias sobre el tema "Visual disabilities in children"

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Yahya, Wan Fatin Fatihah, and Noor Maizura Mohamad Noor. "Decision Support System for Learning Disabilities Children in Detecting Visual-Auditory-Kinesthetic Learning Style." In The 7th International Conference on Information Technology. Al-Zaytoonah University of Jordan, 2015. http://dx.doi.org/10.15849/icit.2015.0115.

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Corpus, Sharon L., Juan Camilo Vergara, Andres M. Gonzalez-Vargas, Oscar Campo, Maria C. Thorp, Diana I. Alvear, Mario A. Gomez, Jeniffer Sinisterra, and Andres D. Castillo. "Interactive mat for sensory and spatial development of children with visual or auditory disabilities." In 2021 IEEE 2nd International Congress of Biomedical Engineering and Bioengineering (CI-IB&BI). IEEE, 2021. http://dx.doi.org/10.1109/ci-ibbi54220.2021.9626091.

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Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.

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This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the t
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Hathazi, Andrea, and Ioana-Letitia Serban. "THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end048.

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This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a
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Serpa-Andrade, Luis, and Roberto Garcia'Velez. "Intelligent interactive accompaniment ecosystem using parameterizable tools to raise awareness among people who interact in the field of inclusion." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002766.

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The proposed ecosystem will make it possible to sensitize people who are involved in the field of inclusion, it is intended to generate parameterizable tools to measure behavioral variables in the environment of visual, motor and hearing disability and be able to present the same procedure to generate scenarios awareness. We have considered that from the introspection of abilities and skills presented in specific case studies of hearing, visual and motor disability we can study the behavior of the group of people involved with the child and through the proposed ecosystem obtain guidelines that
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Rudiyati, Sari, Sukinah Sukinah, and Rafika Rahmawati. "Requirements Need to be Fulfilled in Learning Children with Multiple Disabilities Visualy Impairment." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.81.

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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of childr
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Tikhonova, I. V., T. N. Adeeva, and U. Yu Sevastyanova. "Personality adaptation and internal picture of the defect in adolescents with different variants of dysontogenesis." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.951.964.

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Disabilities are traditionally seen as development conditions involving personality desocialization risks. Features of the disorder are reflected in the consciousness of the individual. A person’s subjective perception of their disorder is important for social and psychological adaptation. Adaptive features and adolescent content of the inward disorder pattern (IDP) are presented in the article. The sample consisted of 109 participants — adolescents with visual impairments, with hearing impairments, with severe speech impairments, with delayed mental development. The optimal level of adaptatio
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Hanáková, Adela, and Eva Urbanovská. "FAMILY AND CHILDREN WITH DISABILITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2469.

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RANI, Dr UMA. "Children with Learning Disabilities and Normal School Going Children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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Informes sobre el tema "Visual disabilities in children"

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Stanton, Brian, Mary Theofanos, and Charles Sheppard. A study of users with visual disabilities and a fingerprint process. Gaithersburg, MD: National Institute of Standards and Technology, 2008. http://dx.doi.org/10.6028/nist.ir.7484.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Godfrey, David E. The Madigan Army Medical Center Children With Disabilities Coordinated Care Program: A Case Study. Fort Belvoir, VA: Defense Technical Information Center, July 1992. http://dx.doi.org/10.21236/ada261773.

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Rachpaul, Christina C., Claudia Sendanyoye, Alexa Mahling, Monica Sourial, Sajra Trto, and Paul A. Peters. Report: Service Provision for Children and Youth with Disabilities in Rural Canada and Australia. Spatial Determinants of Health Lab, Carleton University, June 2021. http://dx.doi.org/10.22215/sdhlab/2021.2.

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dosReis, Susan, Gloria Reeves, Beverly Bulter, and C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), October 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Song, Paula, Deena Chisolm, Marisa Domino, Renée Ferrari, Brian Hilligoss, Rita Mangione-Smith, Thomas Scheid, Sandra Tanenbaum, and Wendy Xu. Use of Health Care Services Among Children With Disabilities Enrolled in an Accountable Care Organization. Patient-Centered Outcomes Research Institute (PCORI), April 2020. http://dx.doi.org/10.25302/04.2020.ihs.131007863.

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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist tool 2022 - Phase 1. Institute of Development Studies, February 2023. http://dx.doi.org/10.19088/ids.2023.005.

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This report describes a piece of participatory research undertaken in 2022 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. The tool was developed in a way which was informed by what children themselves see as important. It was also desig
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Pebly, Melissa. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6881.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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