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Children with Visual Impairments: Social Interaction, Language and Learning [Hardcover]

Joao Roe , Alec Webster

List Price: CDN$ 251.19
Price: CDN$ 203.13 & FREE Shipping. Details
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Book Description

Dec 11 1997 0415148154 978-0415148153 1
This book is aimed at the mainstream class teacher who has little or no experience of providing effective learning experiences for children with visual impairments. It is designed both as an introductory guide to assessment and provision. It also has a strong focus on social interactions, since many teachers are confused as how to help children with visual impairments make friends. The book sets out the basis for addressing the individual with a wide range of visual impairments. Chapters cover: the identification and assessment of aspects of vision visual impairment and individual needs practical advice on the development of concepts, language and literacy and social skills the use of low vision aids, appropriate decor and physical layouts, lighting and IT educational policy and the Code of Practice Drawing on very recent research, this book presents new insights into the needs of children with visual impairments as learners, arguing that it is the quality of the child's social interactions which promotes play, language and learning.

Product Details

  • Hardcover: 256 pages
  • Publisher: Routledge; 1 edition (Dec 11 1997)
  • Language: English
  • ISBN-10: 0415148154
  • ISBN-13: 978-0415148153
  • Product Dimensions: 1.9 x 16.5 x 24.8 cm
  • Shipping Weight: 621 g

Product Description

Review

'This book should be within the reach of all EPs dealing with the assessment and learning of children with visual impairments. It can also provide a good source of information to parents who would like to read more comprehensively in this area. It is a must for all teachers and SENCOs dealing with children with severe conditions who are included in their schools.' - Educational Psychology in Practice

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First Sentence
This introductory chapter sets out how we have approached the individual learning needs of children with visual impairments, and emphasises, wherever feasible, a research basis for intervention. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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