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God's Faithfulness in Trials and Testings
by Sandy EdmonsonThis short booklet is filled with encouraging insights, drawn from Scripture. The author writes with compassion, and explains Bible passages in a way that is clear and easy to understand. The author of this book donated a digital copy to Bookshare.org. Join us in thanking Crusader Books for providing its accessible digital book to this community.
Hadley Course Catalog
by The Editors at the Hadley School for the BlindThe course catalog from the Hadley School for the Blind, detailing their tuition-free distance education programs. With more than 100 courses across four program areas, find the course that is right for you, and join the 10,000 individuals worldwide who call themselves Hadley students.
Hadley Family Education Course Catalog 2008-2009
by The Hadley School for the BlindHadley School for the Blind Course catalog for the Family Education Program. Courses for: the grandparent and parent of a severely visually impaired child, and the spouse, significant other, adult sibling or adult child of a severely visually or blind adult.
Hadley Course Catalog for Adult Continuing Education & High School Programs 2008-2009
by The Hadley School for the BlindHadley School for the Blind Course Catalog for Adult Continuing Education & High School Programs 2008-2009 For individuals who are legally or functionally blind or progressively visually impaired and at least 14 years old.
Chuskit Goes to School!
by Sujatha PadmanabhanIn the Himalayas, there was a disabled nine-year-old girl, Chuskit, who wanted to go to school, study and do all the things her friends were doing. She however could not get out of her house, until one day Abdul decided to help her.
e-Accessibility Policy Handbook for Persons with Disabilities
by Nirmita NarasimhanBased on the ITU-G3ict e-Accessibility Policy Toolkit for Persons with Diabilities
The World as I Have Found It
by Mary L. Day ArmsA graduate of the Maryland Institution for the Blind, Mary L. Day published a memoir in 1859 entitled Incidents in the Life of a Blind Girl. In this book, a sequel to her first, she recounts how she traveled throughout the country earning a living through the sale of her memoir. She also writes about meeting her future husband, visiting places of interest, and having numerous adventures on the road. The book closes with several essays on blindness and the education of the blind and with a collection of poems by blind authors.
The Hadley School for the Blind Adult Continuing Education and High School Courses Catalog
by The Hadley School for the BlindThe mission of The Hadley School for the Blind is to promote independent living through lifelong, distance education programs for individuals who are blind or visually impaired, their families and blindness service providers. Hadley offers courses free of charge to its blind and visually impaired students and their families and affordable tuition courses to blindness professionals. The Continuing Education Program (ACE) offers a variety of courses that cover topics ranging from braille and academic studies to independent living, life adjustment, technology, business and employment skills and recreation. The High School Program (HS) features academic courses and electives for students who seek to earn a high school diploma. Students can earn high school credit, which is easily transferred to their local schools, or earn a diploma through Hadley.
Incidents in the Life of a Blind Girl
by Mary L. DayOrphaned at ten and blinded at twelve, Mary L. Day eventually studied at the Maryland Institute for the Blind and wrote this memoir in her early twenties. She describes her ordeals at the hands of doctors who attempted to restore her sight, her solo travels by train, and her education with other blind students. Although her book is laced with Victorian poetry and pathos, much of Mary's story still rings true today.
Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities
by The Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students DisabilitiesAfter much research, testimony, and intense discussion, the Commission has prepared this report to provide insights into the array of barriers that often confront postsecondary students with disabilities. Among these barriers are instructional materials, technologies and operating systems which, in some circumstances, are transitory and, with effort, correctable. In other situations, however, challenges presented to making these necessary items accessible are more significant due to the limited resources of campus disability resource/service (DR/S) offices, the increasing complexity and modalities of emerging instructional materials and the delivery systems employed to utilize these materials. It is critical that these and other obstacles be removed.
The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders
by Texas Education AgencyThe Texas Education Agency (TEA) handbook contains the SBOE-approved procedures concerning dyslexia and related disorders. It provides guidelines for school districts to follow as they identify and provide services for students with dyslexia. Additionally, the handbook provides school districts and parents/guardians with information regarding the state's dyslexia statutes and their relation to these federal laws.
Leveling the Playing Field: Improving Technology Access and Design for People with Intellectual Disabilities
by Presidents Committee for People w/Intellectual DisabilitiesThe President's Committee for People with Intellectual Disabilities is honored to advise the President and the Secretary of Health and Human Services about the role of technology in improving the quality of life for people with ID and ensuring their full citizenship rights. A new generation of technologies continues to redefine, at an accelerated pace, how we all live, grow, and excel. The same should be true for people with ID. Access to technology is critical for people with ID to fully engage in the everyday life of our society.
In the High Valley (Katy #5)
by Susan CoolidgeThe final book in the Katy series focuses on Clover and Elsie as they make their homes in the High valley in the beauty of the Rocky Mountains. Follow their simple life that brings joy to all who visit! This anthology is a thorough introduction to classic literature for those who have not yet experienced these literary masterworks. For those who have known and loved these works in the past, this is an invitation to reunite with old friends in a fresh new format. From Shakespeare's finesse to Oscar Wilde's wit, this unique collection brings together works as diverse and influential as The Pilgrim's Progress and Othello. As an anthology that invites readers to immerse themselves in the masterpieces of the literary giants, it is must-have addition to any library.
From Idiocy to Mental Deficiency: Historical Perspectives on People with Learning Disabilities (PDF)
by David Wright Anne Digby Digby AnneFrom Idiocy to Mental Deficiency is the first book devoted to the social history of people with learning disabilities in Britain. Approaches to learning disabilities have changed dramatically in recent years. The implementation of 'Care in the Community', the campaign for disabled rights and the debate over the education of children with special needs have combined to make this one of the most controversial areas in social policy today. The nine original research essays collected here cover the social history of learning disability from the Middle Ages through the establishment of the National Health Service. They will not only contribute to a neglected field of social and medical history but also illuminate and inform current debates. The information presented here will have a profound impact on how professionals in mental health, psychiatric nursing, social work and disabled rights understand learning disability and society's responses to it over the course of history.
Children With Visual Impairments: Social Interaction, Language and Learning (PDF)
by Alec Webster João RoeDrawing 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.
Included or Excluded?: The Challenge of the Mainstream for Some SEN Children (PDF)
by Ruth CigmanIn a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier. She argued that the role of special schools was unclear and the pursuit of inclusion had become too ideological. This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Her call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument. An essential read for anyone involved in special education as well as the philosophy and ethics of education this book truly breaks new ground.
Teaching Pupils With Visual Impairment: a Guide to Making the School Curriculum Accessible
by Ruth SalisburyBursting with practical advice, suggestions and handy tips, providing readers with a positive starting point for sharing ideas and good practice, this is a key practical guide to making learning accessible for primary and secondary school pupils with visual impairment. This user-friendly book shows how, with appropriate support, pupils with visual impairment in mainstream schools can have as rewarding an experience of education as their sighted peers. The majority of contributors are qualified teachers for visual impairment, with many years' experience working with pupils in a variety of settings. Covering the curriculum and each subject area in detail, Teaching Pupils with Visual Impairment includes guidance on: activities within and outside the classroom making the school's physical environment accessible inclusion within the school's social environment. Teachers and support staff will have immediate access to a wealth of ideas, supported by invaluable resources on the accompanying CD/website, including a complete electronic version of the book in large print, allowing older pupils to take a more active role in the learning process.nbsp;
Visual Impairment: Access to Education for Children and Young People
by Mike Mclinden Juliet Stone Heather Mason Christine Arter Stephen MccallWritten for parent and professionals working with children and young people with visual impairment, this work examines the causes of eye conditions and additional disabilities; how these can restrict access to the mainstream curriculum; and ways in which the effects can be ameliorated. Central to the text is entitlement. National Curriculum areas are discussed, and attention is given to both the hidden curriculum and specialist curriculum and extra curricula activities, and to the competencies required by staff working with these children and young people.
Children With Visual Impairment in Mainstream Settings (PDF)
by Mike Mclinden Steve Mccall Juliet Stone Christine Arter Heather L. MasonThis text is written for teachers in mainstream settings who are about to teach pupils with a visual impairment for the first time. It describes the impact a visual impairment can have upon a pupil's access to the curriculum. The text also suggests practical ways to overcome difficulties, shares advice on assessment, differentiation and how low and high technological aids can support the pupil's work, and provides a glossary of common words and expressions used in this field and useful addresses and organisations.
Learning Through Touch: Supporting Children With Visual Impairment and Additional Difficulties (PDF)
by Mike Mclinden Steve MccallWritten to assist teachers and other professionals who support children with visual impairment and additional difficulties, this text examines the role of touch in developing effective teaching and learni. The book is divided into eleven chapters that provide useful background information about the sense of touch, and consider how potential barriers to independent learning through touch can be reduced through structuring appropriate learning experiences. A series of reflective activities are included which are designed to draw out key issues from relevant chapters and invite the reader to explore the implications for his or her practice. A number of these activities are designed to cross-reference with relevant extension standards from the National SEN Specialist Standards for teachers and recommendations about further reading and teaching resources are provided throughout the book. This text will be useful for teachers and learning support staff working with children who have visual impairment and additional difficulties. It will also have relevance to other professionals working with children with severe and complex needs who wish to understand more about the role of touch in developing effective learning. experiences.
Including Children With Visual Impairment In Mainstream Schools: A Practical Guide (PDF)
by Pauline DavisThis guide aims to help staff in mainstream schools and support services to develop more inclusive teaching practices, not only for children with visual impairment but for all children, whether or not they are classified as having special educational needs. The book's context and the examples provided are all related to the teaching of children with visual impairment. However, many of the issues discussed apply more widely. The book provides the means for whole school, small group and individual teacher development, and includes a framework that encourages critical reflection on teaching practices regarding the inclusion of a child or children with visual impairment within a mainstream setting.