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Добірка наукової літератури з теми "Blind children"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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Статті в журналах з теми "Blind children"

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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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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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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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.

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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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Дисертації з теми "Blind children"

Alan, Ilker. "School for Children who are Blind." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/79452.

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Architecturally, my thesis project is a new type of design for children who have visual impairments. Most of the children who have visual impairments need more attention to receive a full education. With a proper education they will be able to start living by themselves without any assistance. I decided to design a school which would support the needs of the children and the aspirations of their parents; a place of safety and ambition that would free instructors and inspire the children. Then, I began to seek an architectural site program where I could locate my design. Old town Alexandria is an excellent location for the planned education center. Old town has its own urban context with boundaries like the Potomac River, trees, old railroad ways, a tunnel, and other landmarks like churches, libraries, museums, etc. The children in the education center have an opportunity to learn more and show their life skills easily in the old town. Also the site selection and location was important due to the history of the town, easy transportation and connections with surroundings, being right next to the Potomac River and minutes away from the Washington DC.
Master of Architecture

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Kearns, Kimberly Anne. "Lexical extension and overextension by blind children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29139.

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This study investigated lexical extension and overextension by three blind children, ages 1;8, 2;1 and 2;5, who had vocabularies of at least 50 words but did not yet produce two-word utterances. Theories of semantic development take it for granted that vision provides the child with access to a great deal of the information necessary for the development of meaning, including much of the knowledge about size, shape, and movement of referents. Through vision, the child is able to form concepts on which word meaning is based, and extend the domain of application of words from original referents by recognizing other instances of that word. Despite this, surprisingly little research has focused on semantic development by blind children. Results of the few relevant studies indicate that blind children rarely extend or overextend their words, and attribute this inability to either (1) a lack of experience with other similar referents, or (2) an inability to form categories that underlie lexical extension and overextension. The blind children were given objects to name during a play session. These objects were (1) new examples of an item the child already named, providing opportunity for the child to extend known words to proper, novel referents, or (2) members of a different nominal category, but differing from an item the child already named in one or two criterial features, thus providing opportunity for the child to overextend. Data on spontaneous extension and overextension was also collected through analysis of utterances produced during experimental sessions and reported in parental diaries. Results indicated that all children extended and overextended their words, both spontaneously and in experiments; visual impairment did not prevent the children from recognizing other exemplars of a referent, or from applying words they knew to objects similar to original referents but, on the basis of criterial features, members of other nominal categories. Performance during two sorting tasks indicated that the children did not have impaired ability to form categories—all three children displayed classificatory behaviour during the sorting activities.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Ferguson, Roseann Evelyn. "The play behaviour of young blind children." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/29099.

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There are very few studies on developmental patterns of play in blind children. Those studies which do exist suggest that their play is not only delayed but also different in both qualitative and quantitative terms. Study 1 of this thesis gathered descriptive, cross-sectional data on the spontaneously-emerging patterns of play behaviour in 16 ‘educationally blind’ children aged 1 year 4 months to 6 years. Study 2 extended Study 1 by gathering further play data and taking measure of concurrent developmental status, thereby allowing differences in play profiles to be related to both chronological age and current stage in cognitive, language, social, gross motor and fine motor development. All six categories of play commonly found in sighted children were observed in the group of blind children who participated in these two studies: creative, exploratory, constructive, functional, receptive and pretend play. However, frequency and duration of engagement varied between children and across age groups, reflecting both differences in individual developmental profiles and the affordances of the proffered toys. Many of the play behaviours identified correlated significantly with scores on the developmental measures taken. Children with low scores on sensori-motor understanding, verbal comprehension and expressive language were significantly more involved in exploratory play, and less involved in collaborative, constructive and fantasy play. Although an association between gross and fine motor abilities and functional play behaviour might have been expected, no significant correlations were found with scores on either of the motor measures. In contrast, constructive play, rarely seen in the younger children, was significantly correlated with fine motor abilities, language and social skills. The first two studies observed the children playing mainly with toys which were typically available to them in their nursery/school, and it was noted that certain toys appeared to appeal more to the blind child and to engage them differentially. Study 3 was therefore designed i) to allow a comparative investigation of play patterns when ‘standard’ versus ‘blind-friendly’ toys were made available, and ii) to provide longitudinal comparative data over an 18 month period on the development of play in blind versus typically-developing young children. Four ‘educationally’ blind and 4 typically developing sighted children, matched for general cognitive status, and aged 3 to 6 years, played with toys, books and art materials which either had or lacked tactile, olfactory and musical features. The same 6 categories of play were examined. In all 6 categories, there were differences in play behaviour for both blind and sighted children when play took place under ‘standard’ or ‘blind-friendly’ conditions. The blind children typically performed less well in the ‘standard’ condition, producing less varied play, engaging with significantly less materials, and spending a greater length of time off-task than the sighted children. However, in the ‘blind-friendly’ condition these differences were not evident. Taken together, these findings suggest that the reported delays in the development of play in blind children may, in part at least, be due to the type of toys used in research studies or to the methods by which materials are presented to the children. Given the important role play is believed to have in development, the findings have implications for both educational practice and theories of atypical development.

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Girardi, Ketty <1977&gt. "The acquisition of colours in blind children." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9173.

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My essay wants to explore the world of blind people, in particular of some blind and partially sighted children who I met during my internship at the Hollman Foundation in Padova. I will examine some important issues in special pedagogy that offer a possibility to educate men even in some impossible situations, despite of discouraging and impassable existing conditions. My work starts with the most intersting parts from “il principe cieco” , the tale of Rodari, which is well known to the Foundaion, because it underlines the idea of a constant challenge which I saw in the educators that I met, most of all when it seems there is nothing more to do. In fact, the character of Zerbino, personifyes the image of the educator that has the task to lead the prince towards his realization. He brings him behind the medical boundaryes, entering in a physical and psychological relationship with him. Zerbino intrudes upon the scene, revolutionizing medical diagnosis completely. He does not stop at first succeses, he goes behind Medoro’s disability and starts to educate his resources, changing them into a new opening towards the exterior. He sees the prince with his abilities and his lacks and does not stop at the goals which he reaches but keeps to dream what he can still achieve. This way, he creates a vital relationship that is fundamental for the education of the young prince, based on a descriptive language that is the connection between the young blind and the world outside. Zerbino becomes a reality mediator, as it should be for those that are responsable for the education of boys and girls with a sight deficit, creating a “teacher and student” relation which is based on responsability. It was that responsability that every one has, it was the way in which everyone of us decide to stay in front of others in an improved relationship, that inspired my work. Starting from the pure analysis of the eye and its functions, in normal situation and in blindness, I will analyze how learning language is, and in particular, I will analyze it refering to colors, with the strengthening of cognitive processes of our mind and the development of the other senses. The refinements of the tactile sense and the auditive one, help the development of everybody’s own autonomy and the function of the visual thinking, for the perceptive experience must be built gradually with the tactile and auditive exploration that are useful to stratify the images, as the verbal description is used just to reinforce the comprehension, helping the recognition of it. Then, I’ll explore the studying of colors, as to underline how important it is, for these children, the use of a multisensorial didactics in order to learn. Finally, it comes the analysis of a data collection to understand what perception they have of themselves and of the reality surrounding them. A simple music laboratory, for the color comprehension, will sum up all my experience about this internship at the Robert Hollman Foundation, where a group of children experienced the peception of colors thanks to emotions and sounds. To find ourself in front of someone who cannot see us, while we are buried in the cult of the image, can of course disorient us, confuse us, it can create some lack, some silence that we need to cover up in order not to hear it and not to see it. But the best approach to difference, is to recognize it as it is, and to consider it a resource. I conclude with a sentence from Simona Atzori, that sums up my work: "why do we need to identify ourself with what we do not have, instead of watching what we do have? Limits are not real most of times, they are just in the eyes of who is watching us."

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Roch-Levecq, Anne-Catherine. "Relationship between quality of familial interactions and acquisition of a "Theory of Mind" in blind children /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p9993984.

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Kish, Charles Daniel. "Evaluation of an echo-mobility program for young blind people." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1036.

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Masoodi, Jennifer J. "School reform in residential schools for the blind : a historical investigation /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7661.

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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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COELHO, ANNA PAULA DE MELLO ROCHA. "DESIGN AND SOCIAL INCLUSION: STUDY AND DEVELOPMENT OF DIDACTIC EQUIPMENT FOR BLIND AND NON-BLIND CHILDREN IN CHILDHOOD EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8602@1.

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Esta pesquisa teve como objetivo desenvolver material didático e lúdico de cunho inclusivo de uso comum na educação infantil para crianças cegas e videntes, tendo como premissa os objetos utilizados no estágio preparatório ao ensino do Braille - sistema de leitura e escrita para cegos. A partir do levantamento destes objetos e da observação de sua utilização prática no cotidiano do ensino através de estudos de caso realizados no Instituto Benjamin Constant e na Escola Especial Estadual Anne Sullivan, buscou-se identificar as dificuldades apresentadas pelas crianças neste processo de aprendizado para o desenvolvimento do novo produto. A experimentação do material desenvolvido em parceria com professores e seus alunos possibilitou que as impressões dos usuários fossem agregadas como orientação fundamental no processo de criação desse projeto de design.
This research had the goal to develop didactic and ludic equipment with inclusive perspective for common use in the childhood education for blind and non-blind children, having as background the didactic and ludic equipment used in the preparatory step for the learning of Braille - reading and writing system for blinds. Begining from listing the didactic equipment already used with the same purpose and observing its daily use in the routine of teaching during studies of cases in Instituto Benjamin Constant and Escola Especial Estadual Anne Sullivan, the author tried to identify the obstacles in the children learning process in order to develop the new product. The experimental use of the developed equipment among teachers and theirs students made possible to add the users impressions as fundamental guides in the criative process in this design project.

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Bishop, Martin. "Interpersonal relatedness, social understanding and symbolic play in congenitally blind children." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266080.

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Книги з теми "Blind children"

Hinds, Roger. Games for blind children. London: RNIB, 1986.

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Ittyerah, Miriam. Laterality in blind children. Delhi: Publication Division, University of Delhi, 1994.

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Marion, Burns, ed. Challenged children: Teaching deaf/blind. [S.l: s.n.], 1994.

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Mani, M. N. G. Techniques of teaching blind children. New Delhi: Sterling Publishers, 1992.

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O'Neill, Linda. Being blind. Vero Beach, FL: Rourke Press, 2001.

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Hill, Kathryn E. Conference for Parents of Blind Children. Jos, Nigeria: Deka Publications, 1996.

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1933-, Crow Mary, ed. Living and learning with blind children. Toronto: University of Toronto Press, 1993.

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Sykes, Kim C. Teaching blind and low vision children. Zaria, Nigeria: Ahmadu Bello University Press, 1992.

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Science, Department of Education &. Educational provision for deaf-blind children. London: Department of Education and Science, 1989.

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Great Britain. Department of Education and Science., ed. Educational provision for deaf/blind children. [London]: [Department of Education and Science], 1986.

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Частини книг з теми "Blind children"

Sánchez, Jaime, and Iván Galáz. "AudioStoryTeller: Enforcing Blind Children Reading Skills." In Lecture Notes in Computer Science, 786–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_85.

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Heward-Belle, Susan. "Mind the blind spot." In Children and Adolescent’s Experiences of Violence and Abuse at Home, 197–211. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003124634-19.

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Strelow, Edward R., and David H. Warren. "Sensory Substitution in Blind Children and Neonates." In Electronic Spatial Sensing for the Blind, 273–98. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-017-1400-6_18.

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Hornby, Garry, L. Kay, M. Satherley, and N. Kay. "Spatial Awareness Training of Blind Children Using the Trisensor." In Electronic Spatial Sensing for the Blind, 257–72. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-017-1400-6_17.

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Kudrina, Tatiana P., Ekaterina B. Ayvazyan, and Yuliya A. Razenkova. "Animation Complex in Premature Infants Who Are Blind." In Education of Children with Special Needs, 455–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_47.

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Nakata, Hideo, Yuko Enzaki, and Kyonosuke Yabe. "Postural Sway Biofeedback Training in Congenitally Blind Children." In Adapted Physical Activity, 123–30. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_20.

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Millar, Susanna. "Reading by Touch in Blind Children and Adults." In Handbook of Children’s Literacy, 437–57. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_23.

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Sánchez, Jaime, Nelson Baloian, and Tiago Hassler. "Blind to Sighted Children Interaction Through Collaborative Environments." In Groupware: Design, Implementation, and Use, 192–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30112-7_16.

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Rynders, Brenda. "Meet Roger, the Blind Sheep Helping Children Heal." In The Gifts We Receive from Animals, 23–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204534-9.

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Dominique, Burger, Bouraoui Amina, Mazurier Christian, Cesarano Serge, and Sagot Jack. "Tactison: a multimedia learning tool for blind children." In Computers for Handicapped Persons, 471–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_171.

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Тези доповідей конференцій з теми "Blind children"

Sánchez, Jaime, Mauricio Lumbreras, and Luca Cernuzzi. "Interactive virtual acoustic environments for blind children." In CHI '01 extended abstracts. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/634067.634109.

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Lumbreras, Maruricio, and Jaime Sánchez. "Interactive 3D sound hyperstories for blind children." In the SIGCHI conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/302979.303101.

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Kim, Jeeeun, Abigale Stangl, and Tom Yeh. "Using LEGO to model 3D tactile picture books by sighted children for blind children." In SUI '14: Symposium on Spatial User Interaction. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2659766.2661211.

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Sanchez, Jaime, Angelo Tadres, Alvaro Pascual-Leone, and Lotfi Merabet. "Blind children navigation through gaming and associated brain plasticity." In 2009 Virtual Rehabilitation International Conference. IEEE, 2009. http://dx.doi.org/10.1109/icvr.2009.5174201.

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Drossos, Konstantinos, Nikolaos Zormpas, George Giannakopoulos, and Andreas Floros. "Accessible games for blind children, empowered by binaural sound." In PETRA '15: 8th PErvasive Technologies Related to Assistive Environments. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2769493.2769546.

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Ramadhana, Maulana Rezi, Dewi Kurniasih Soedarsono, Retno Setyorini, and Agnessya Nurrezqia. "Communication for character education by families of blind children." In INTERNATIONAL SCIENTIFIC SESSION ON APPLIED MECHANICS XI: Proceedings of the 11th International Conference on Applied Mechanics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0149203.

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Solihin, Akhmad Olih, Yudha M. Saputra, Berliana Berliana, and Zaenal Alimin. "Physical Activity of Blind Children in Terms of Parenting." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.67.

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Bulovic, Katarina, Zoë Bentley, and Natalie Rusk. "Designing for Tinkerability and Accessibility: Developing the OctoStudio mobile app to engage blind and visually impaired learners in creating with code." In IDC '24: Interaction Design and Children. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3628516.3659411.

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Villar, Nicolas, Cecily Morrison, Daniel Cletheroe, Tim Regan, Anja Thieme, and Greg Saul. "Physical Programming for Blind and Low Vision Children at Scale." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3313241.

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Звіти організацій з теми "Blind children"

McConachie, Lisa. An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2943.

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CHURKIN, A. I. INTEGRATION OF THE EMOTIONAL AND TECHNICAL COMPONENT IN TEACHING VISUALLY IMPAIRED STUDENTS TO PLAY THE GUITAR. Science and Innovation Center, 2022. http://dx.doi.org/10.12731/978-0-615-67341-7-2.

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Анотація:

The method developed by the author for teaching visually impaired and blind children the skills of performing techniques on a musical instrument (guitar) without mastering embossed fonts is described. It is based on the compensation of emerging difficulties due to the synesthesia of the auditory and tactile (kinesthetic) analyzers.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.

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Wanka, Anna, Tabea Freutel-Funke, Sabine Andresen, and Frank Oswald, eds. Feeling lonely : A Linking Ages perspective on the risks for loneliness in early and later life during the COVID-19 pandemic in Israel and Germany. Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, May 2023. http://dx.doi.org/10.21248/gups.73894.

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An interdisciplinary group of researchers from both Israel and Germany came together in December 2021 to exchange and discuss findings on the effects of the COVID-pandemic on children and older adults in Israel and Germany.This white paper provides a selection of empirical research findings, policy recommenda-tions and identified blind spots for future research with respect to a “linking ages” perspec-tive. The authors emphasize on loneliness in early and late life from a specific social science perspective and based on a selected set of definitions.

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