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Bibliografie tematiche / Visual disabilities in children

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Letteratura scientifica selezionata sul tema "Visual disabilities in children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 20 febbraio 2023

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Articoli di riviste sul tema "Visual disabilities in children"

1

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 children with visual disabilities was comparable to or some-what better than that of the sighted children and adults. This pattern held even when the group with visual disabilities was restricted to those children with congenital total blindness; in fact, some of those children had exceptionally good spatial hearing. These findings imply that the developmental calibration of human spatial hearing is not dependent on a history of visual experience. It seems likely that this calibration arises from the experience of changes in sound-localization cues arising from self-motion, such as turning the head or walking. As a practical matter, orientation and mobility instructors may reasonably assume that individuals with visual disabilities can use their hearing effectively in day-to-day travel situations.

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2

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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3

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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4

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 scanning efficiency. There was no evidence that coordinated binocular eye movements are correlated with the ability to scan and identify objects.

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5

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 data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

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6

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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7

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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8

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 fine motor skills, visual-motor coordination, visual-motor integration. Criteria for the selection of papers have been published in full and in the last 10 years. A total of 12 works met the criteria. The results of the research review showed that children with disabilities have a limitation in PMS, and showed that PMS differ separately from the type and degree of difficulty, but differences also exist within the same category of children with disabilities. Implementation of education and rehabilitation programs improves PMS. The results showed that there is a correlation between PMS and activities of everyday life and a correlation between visual perceptions and the acquisition of reading skills. It is important to point out that PMS can be practiced and it is important to implement incentive programs for children with disabilities, but also children at risk for some difficulty, to prevent possible difficulties that children may have in performing daily life activities and in acquiring academic skills. The results of the presented research should be considered concerning the limitations of the presented research, but also to the limitations of this research. Keywords: visual-motor integration, fine and gross motor skills, developmental difficulties

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9

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 retrospectively analyzed 161 children aged 5–16 years old, divided into two groups: a group of 80 children with disabilities and a control group consisting of 81 clinically healthy children. All the children underwent refraction measurements, visual acuity testing, and plasmatic vitamin D level dosing, measured in ng/mL. Results: Refractive errors and visual impairment were found to have a higher prevalence in the group of children with disabilities than in the control group. Moreover, the plasma level of vitamin D was lower in the group of children with special health needs. Conclusions: Given the present results, children with disabilities should undergo special eye examinations as soon as possible to ensure the quality of their socio-academic lives.

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10

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, and verbal WM. Children with MD could be differentiated from children with RD only on naming speed and visual-spatial WM. Differences in cognitive functioning between children with MD and average achievers were related primarily to verbal WM when the effects of all other variables (e.g., age, IQ, and other domain categories) were partialed out.

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Tesi sul tema "Visual disabilities in children"

1

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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2

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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3

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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4

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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7

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 known and identified? (2) Is there a significant difference between the reported prevalence rates of severe visual impairment and documented prevalence? Once these questions are answered, educational implication questions arise. (1) Are students receiving services by a person trained to provide specialized assistance? (2) Is there a perception of need for such services? (3) If services are being offered, are they adequate? Such results are vitally important for visually impaired students, for the lack of vision severely restricts all areas of learning and life skills. Level of functional vision determines educational methodology, range and variety of experiences, independent travel skills, and one's ability to control the environment. Teacher training programs are running behind of current need, and should the rates of visual impairment be higher than prevailing calculations, the need for teachers and/or training could multiply several-fold. Using a cluster sampling method, 658 special education students in the Portland metropolitan area were screened for visual impairment. Eleven of the 658 had previously been identified as visually impaired, which coincided with the national rates used as comparison for this study. Upon screening, a total of 86 students were identified as severely visually impaired resulting in a prevalence rate of .130 for handicapped children, a significant difference from the numbers reported under Education of the Handicapped Act and to the American Printing House for the Blind. Perceived need for services for these children indicated a desire to have a better understanding of the implications of visual impairment. Although there was not strong evidence that each child needed a teacher of the visually impaired, respondents expressed a desire to know of curricular adaptations needed.

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8

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 the interpretative phenomenological approach. I conducted semi-structured, in-depth individual interviews with 23 participants, and 13 students participated in focus group sessions. Results: The analysis yielded important findings. First, participants described the challenges related to the transition from school, namely: orientating themselves to the new physical environment; making new friends; and deciding whether they wanted to disclose impairment. This transition was sometimes closely tied to introspection and a new sense of self. Mainstream versus special schooling experiences seemed to shape this transition and their experiences in higher education to a degree. Second, participants discussed complex social interactions with nondisabled peers, in which the latter reportedly offered help, and avoided or stared at participants, leaving them feeling “not seen”. In response, visually impaired students often denied impairment and concealed their emotional pain. Third, within the learning environment, the participants were sometimes confronted with unwilling lecturers, a lack of communication amongst important role-players, late course material and/or headaches and muscle tension from the effort of reading with limited sight. The students recounted that they commonly self-advocated and took the responsibility upon themselves to get special accommodations. There were also many positive accounts of supportive lecturers and disability units who did more than was required of them. Discussion: Overall, these findings showed that the experiences of students did not seem to differ according to the institution they attended. Their visual category and/or secondary schooling seemed to have played a more significant role where their experiences differed. The findings also revealed that, in addition to the typical demands of university studies, the participants also took a lot of responsibility upon themselves to manage their studies and their physical and social environment. Participants seemed resilient and innovative, yet the effort sometimes drained their energy and left them frustrated. Despite valuable steps towards inclusion, these visually impaired students were still not fully included on tertiary campuses.<br>AFRIKAANSE OPSOMMING: Inleiding: Die aantal visiueel gestremde studente in Suid-Afrikaanse universiteite het oor die afgelope twee dekades toegeneem. Die ervarings van hierdie studente is egter deur baie min studies gedokumenteer. Die studie het dus gepoog om, deur middel van 'n fenomenologiese begrip van gestremdheid, die deurleefde ervarings van visiuele gestremdheid, soos vertel deur deelnemers van twee universiteite in die Wes-Kaap, Suid-Afrika, vas te lê. Metodes: Die insameling en analise van data is uitgevoer volgens die beginsels van die intertavistiess fenomenologiese benadering. Ek het semi-gestruktureerde, in-diepte, individuele onderhoude met 23 deelnemers gevoer en 13 studente het aan fokusgroep sessies deelgeneem. Resultate: Die analise het tot belangrike bevindinge aanleiding gegee. Die deelnemers het eerstens die oorgang vanaf skool en die verbandhoudende uitdagings beskryf, naamlik, om hulself te orienteer tot die nuwe fisiese omgewing, om nuwe vriendskappe te smee en om te besluit of hulle hul gestremdheid bekend wou maak. Hierdie oorgang het soms nou saamgehang met self-ondersoek en „n nuwe begrip van hulself. Dit blyk ook dat hoofstroom of spesiale onderwys tot „n mate die oorgang en algehele ervarings op universiteit gevorm het. Tweedens, het die deelnemers komplekse sosiale interaksie met nie-gestremde eweknieë bespreek. Volgens die deelnemers, word hul dikwels deur nie-gestremde studente aangestaar, vermy of gehelp, wat eersgenoemdd dikwels “onsigbaar” laat voel het. In reaksie hierop het die visiueel gestremde studente dikwels hul gestremdheid, asook hul emosionele pyn, ontken en verbloem. Derdens, was deelnemers soms gekonfronteer met onwillige dosente, kommunikasiegapings tussen kern rolspelers, laat kursusmateriaal en/of hoofpyne en spierspanning weens die inspanning van lees met beperkte visie. Die studente het vertel dat hulle oor die algemeen self-voorspraak doen en die verantwoordelikheid op hulself neem om spesiale aanpassings te verkry. Daar was ook heelwat positiewe kommentaar aangaande ondersteunende dosente en gestremdseenhede wat dikwels meer gedoen het as wat van hulle vereis was. Bespreking: In die algeheel gesien, blyk dit nie dat die ervarings van studente verskil na gelang van tersiêre instansie nie. Dit wil voorkom dat visuele kategorie en/of sekondêre onderrig „n groter rol in die verskille tussen studente gespeel het. Die bevindings dui ook daarop dat, afgesien van die tipiese vereistes van tersiëre studies, die deelnemers baie van die verantwoordelikheid moes dra om hul studies en die sosiale en fisiese omgewing te bestuur. Alhoewel deelnemers veerkragtig en innoverend blyk te wees, het die inspanning hulle dikwels gedreineer en gefrustreerd gelaat. Ten spyte van waardevolle vordering ten opsigte van insluiting, was hierdie visueel gestremde studente steeds nie ten volle ingesluit op tersiëre kampusse nie.

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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 the age group of 7 to 12 years. The aims of the two studies were to investigate the relationship of parental styles of control and teaching styles to children's performance on creative problem-solving tasks and to examine similarities and differences in the parenting styles of control and teaching styles of parents in Australia and Gujarat. This study provided findings from research undertaken in Brisbane (Australia) and in Gujarat (India). The Australian study provided a comparison of outcomes on creative problem-solving tasks by 11 sighted children and 17 children with varying degrees of vision impairment. The inclusion of 13 children with vision impairment from Gujarat (India), provided further comparison and consideration of cultural aspects of parental control and teaching style. The creative problem-solving tasks covered problems that involved concrete materials and problems that involved verbal information. These tasks were further subdivided into open-ended and goal-directed problems. In the open-ended problem, the children were required to generate as many responses as possible to the problem, whereas in the goal-directed problem, children were required to generate one or more creative solutions to the problem. Qualitative data were obtained and analysed from the parents of the children in each of the three groups through the use of questionnaire and semi-structured interview. The questionnaire provided reported information about parental styles of control and teaching style. Interviews with the parents provided information about their child's development and about their parental styles of control and teaching styles. Results from these studies indicated that sighted children managed the creative problem-solving tasks more easily and successfully than a matched sample of Australian children with vision impairment. The comparison of outcomes between the Australian and Gujarati children with vision impairment showed different levels of performance in favour of the Australian children. Children who scored high on their creative problem-solving tasks enjoyed the effects of early interaction with their parents, and of exploring the environment in order to understand their world. Reported information from interviews and questionnaires indicated that children of parents with permissive styles of parenting tended to be more successful in generating creative solutions to the tasks. Consideration of cultural and environmental features indicated that the children of the Gujarati sample had fewer resources available to them. The findings generally supported the need for parents of children with vision impairment to be active in assisting their children to become independent. The study also reports a number of methodological issues to be considered when undertaking this kind of research with subjects in widely varying cultures and environments.

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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 instruction. The purpose of this study was to determine the effectiveness of a VAS in a group swimming lesson. Three participants with autism and other developmental disabilities participated in 14 30-minute group swimming lessons taught by a qualified instructor. A single-subject reversal (ABAB) design was used to examine the effect of VAS on child cooperation. Skill acquisition was assessed by comparing the videos from the beginning and the end of the study. Social validity was assessed by surveying participants??? parents about the perceived effectiveness of the VAS and their overall satisfaction with the program. The results showed no significant difference in child cooperation among the three participants between baseline and VAS phases, primarily because compliance was high for all three children during baseline. However, skill acquisition was observed across all three participants. In terms of social validity, all parents reported that they were satisfied with the way the study was conducted as well as the progress they saw on their child. The results are explained with reference to instructor training, generalized compliance, and the impact of group intervention.

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Libri sul tema "Visual disabilities in children"

1

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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Capitoli di libri sul 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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Atti di convegni sul 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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Abstract (sommario):

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 treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.

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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 desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.

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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 allow to improve and build a path to the meaningful realization of the children in the case study; The sensitization environment will also be presented in the institutions that work with children with these disabilities in order to generate procedures around the capacities present in the case studies.

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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 children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.

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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 adaptation is typical for all respondents. Adolescents with hearing impairment demonstrate a high level of adaptability, indicate a high level of acceptance of themselves and others, emotional comfort, and internal orientation of self-control. At the same time, respondents demonstrate dependence on others. Respondents with delayed mental development have the opposite adaptation variant. A relatively critical level of acceptance of oneself and others, a moderate level of emotional comfort is observed in this group. Teenagers with delayed mental development often demonstrate dominance in relationships. A comparative analysis of the inward disorder pattern components shows a significant difference in the completeness of all components of the inward disorder pattern. Teenagers with visual impairment are best aware of their violation, know the causes and prevention factors. Adolescents with severe speech disorders show poor cognitive component IDP. Teenagers with delayed mental development are fixated on physical sensations. Children with hearing disorders do not notice physical sensations and discomfort associated with the disorder, and do not demonstrate motivation to change in response to the disorder. The greatest number of correlations exists between the motivational, physical component in the IDP and adaptation indicators. However, reliable correlations are established between the cognitive component and the manifestations of dominancedependence.

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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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Rapporti di organizzazioni sul 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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Abstract (sommario):

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 designed to show changes in experiences and perceptions overtime through repeated use of the tool over a one-year period. This report describes Phase 1 which covers the process of planning, designing and testing the tool.

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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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