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 vii(2) Acknowledgements ix(2) Contributors xi(4) Introduction xv Heather Mason Stephen McCall Education, Provision and Contemporary Issues 1(20) 1 Historical Perspectives 3(10) Stephen McCall 2 Educational Provision 13(8) Rita Kirkwood Stephen McCall Blindness and Low Vision 21(64) 3 The Effects of a Visual Loss 23(7) Mary Kingsley 4 Anatomy and Physiology of the Eye 30(8) Heather Mason 5 Common Eye Defects and their Educational Implications 38(13) Heather Mason 6 Assessment of Vision 51(13) Heather Mason 7 Low Vision Devices for Children and Young People with a Visual Impairment 64(12) David Bennett 8 Assessment Procedures 76(9) Michael Tobin The Child and the Young Person with a Visual Impairment 85(56) 9 The Pre-school Child 87(10) Juliet Stone 10 The Primary School Child 97(13) Christine Arter 11 The Adolescent 110(6) Rita Kirkwood 12 Transition to Adulthood 116(8) Sue Wright 13 Careers and Vocational Education 124(10) Sue Wright 14 Counselling 134(7) Ann Bond The Special Curriculum 141(28) 15 Listening Skills 143(6) Christine Arter 16 The Development of Literacy through Touch 149(10) Stephen McCall 17 Mobility and Independence Skills 159(10) Juliet Stone Access to the Curriculum 169(36) 18 The Preparation of Raised Diagrams 171(8) Heather Mason Christine Arter 19 Study Skills 179(8) Rory Cobb 20 Access through Technology 187(9) Stuart Aitken 21 The Learning Environment 196(9) Christopher Lewis Hugh Taylor The Mainstream Curriculum: Principles of Access 205(106) 22 English 207(11) Christine Arter 23 Mathematics 218(18) Sue Clamp 24 Science 236(8) Steve Minett 25 Humanities 244(9) Christine Arter Pat Everest Stephen McCall 26 Modern Foreign Languages 253(11) Carol Gray 27 Information Technology 264(7) Jane Sutcliffe 28 Music 271(8) Sally-Anne Zimmermann 29 Physical Education 279(10) Christine Arter Kay Malin 30 Art and Design 289(12) Miranda Colin Brookes 31 Extracurricular Activities 301(10) Angela Beach Brian McManus Children and Young People with Multiple Disabilities and a Visual Impairment 311(76) 32 Children with Multiple Disabilities and a Visual Impairment 313(11) Mike McLinden 33 Development of Early Communication 324(11) Helen Hendrickson 34 Educational Technology 335(10) Nick Bozic 35 Functional Vision Assessment and Development in Children and Young People with Multiple Disabilities and Visual Impairment 345(10) Marianna Buultjens 36 Multi-sensory Impairment 355(11) Heather Murdoch 37 Curriculum Issues 366(11) David Hussey 38 Management Issues in Multiple Disabilities 377(10) Anthony Best The Role of the Specialist Teacher 387(38) 39 Working with Families 389(8) Juliet Stone 40 The Peripatetic/Advisory Teacher 397(10) Dorothy Spragg Juliet Stone 41 Support for Pupils within Mainstream Provision 407(6) Jeanette Lomas 42 The Special School Teacher 413(6) Jeanette Lomas 43 Consultancy Skills 419(6) Jeanette Lomas Teacher Education 425(8) 44 Competencies of Teachers of Children and Young People with a Visual Impairment 427(6) Heather Mason References 433(23) Index 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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