Children with Visual Impairments: Social Interaction, Language and Learning
Drawing on recent research, this book presents insights into the needs of children with visual impairments. It sets out the basis for addressing the individual needs of children with such impairments, within the Code of Practice. It includes information about: opthalmics; the identification and assessment of aspects of vision; the roles of different agencies likely to be involved; and a range of practical strategies. Advice is also offered on the use of low vision aids, appropriate decor and physical layouts, lighting conditions and relevant IT.
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VISION AND VISUAL IMPAIRMENT
DEVELOPMENTAL PROCESSES AND
EDUCATIONAL POLICY PROVISION
ENHANCING LEARNING ENVIRONMENTS
RESEARCHING SOCIAL ENCOUNTERS
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achieve activities adults aniridia areas aspects assessment behaviour blind children braille caregivers Chapter child child’s children with severe children with visual classroom co-ordination Code of Practice cognitive colour complex concepts contrast conversation cornea curriculum developmental early educational effective equipment example experience explore factors focus function glaucoma identify important individual infants involved language learning difficulties learning environments light mainstream school materials needs nystagmus objects observed optic organisation parents partially sighted peers perception physical Piaget play processes promote pupils with visual range reading Refractive error residual vision responsibility retina retinal detachment retinitis pigmentosa Retinopathy of prematurity RNIB role scaffolding settings severe visual impairments sighted children skills Snellen chart social interaction special schools specialist strategies studies tactile tasks teachers teaching toys understanding visual acuity visual field visual loss visual perception whilst young children