First published in 1998. This book embodies the positive philosophy that children with a visual impairment are entitled to access to the full national curriculum during their school years. In the UK, education placements for pupils and students with special needs range across a continuum from special schools and colleges, with day or residential attendance, to specialist units or individual integration into mainstream provision. Placement results from inter-disciplinary assessment and consultation and requires parental agreement. Lack of sight and measurably impaired vision constitute special needs in educational terms. The writers who have contributed to this major text are teachers and lecturers from both the specialist and mainstream areas of provision and have considerable first-hand experience in teaching pupils and students with a visual impairment.
| Foreword |
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vii | |
| Acknowledgements |
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ix | |
| Contributors |
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xi | |
| Introduction |
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xv | |
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Education, Provision and Contemporary Issues |
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1 | (20) |
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1 Historical Perspectives |
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3 | (10) |
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13 | (8) |
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21 | (64) |
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3 The Effects of a Visual Loss |
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23 | (7) |
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4 Anatomy and Physiology of the Eye |
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30 | (8) |
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5 Common Eye Defects and their Educational Implications |
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38 | (13) |
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51 | (13) |
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7 Low Vision Devices for Children and Young People with a Visual Impairment |
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64 | (12) |
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76 | (9) |
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The Child and the Young Person with a Visual Impairment |
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85 | (56) |
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87 | (10) |
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10 The Primary School Child |
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97 | (13) |
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110 | (6) |
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12 Transition to Adulthood |
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116 | (8) |
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13 Careers and Vocational Education |
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124 | (10) |
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134 | (7) |
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141 | (28) |
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143 | (6) |
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16 The Development of Literacy through Touch |
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149 | (10) |
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17 Mobility and Independence Skills |
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159 | (10) |
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169 | (36) |
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18 The Preparation of Raised Diagrams |
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171 | (8) |
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179 | (8) |
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20 Access through Technology |
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187 | (9) |
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21 The Learning Environment |
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196 | (9) |
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The Mainstream Curriculum: Principles of Access |
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205 | (106) |
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207 | (11) |
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218 | (18) |
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236 | (8) |
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244 | (9) |
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26 Modern Foreign Languages |
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253 | (11) |
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27 Information Technology |
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264 | (7) |
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271 | (8) |
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279 | (10) |
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289 | (12) |
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31 Extracurricular Activities |
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301 | (10) |
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Children and Young People with Multiple Disabilities and a Visual Impairment |
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311 | (76) |
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32 Children with Multiple Disabilities and a Visual Impairment |
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313 | (11) |
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33 Development of Early Communication |
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324 | (11) |
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34 Educational Technology |
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335 | (10) |
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35 Functional Vision Assessment and Development in Children and Young People with Multiple Disabilities and Visual Impairment |
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345 | (10) |
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36 Multi-sensory Impairment |
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355 | (11) |
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366 | (11) |
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38 Management Issues in Multiple Disabilities |
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377 | (10) |
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The Role of the Specialist Teacher |
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387 | (38) |
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389 | (8) |
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40 The Peripatetic/Advisory Teacher |
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397 | (10) |
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41 Support for Pupils within Mainstream Provision |
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407 | (8) |
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42 The Special School Teacher |
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415 | (4) |
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419 | (6) |
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425 | (8) |
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44 Competencies of Teachers of Children and Young People with a Visual Impairment |
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427 | (6) |
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| References |
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433 | (23) |
| Index |
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456 | |
Heather Mason is Senior Lecturer at the University of Birmingham. Previously she worked both in mainstream education and at Priestley Smith School, Birmingham. She has worked extensively overseas and is an OFSTED inspector. Her PhD thesis developed a new assessment tool for blind pupils, the STIP (Speed of Tactile Information Processing). Stephen McCall is a Lecturer in Special Education at the University of Birmingham, School of Education. Previously, he taught at St Vincents School, Liverpool and was a peripatetic teacher for seven years. He has undertaken teaching and consultancy work in Eastern Europe, Africa and the USA. He has directed funded research into literacy for touch readers and among his publications is the Birmingham Braille Course.
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