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General Curricula
General Resources
W. D. Frey, L. Lynch, P. Jakwerth, & R. Purcell. (1991). Disability Research Systems, Lansing, MI, 208 pp.
This book provides a plan for addressing accountability in programs that provide services to students with disabilities by using an outcome generated process. This process identifies outcomes as realistic expectations for students with disabilities and provides ways to assess student performance related to these outcomes.
Subjects Covered:
N. Levack, S. Hauser, L. Newton, & P. Stephenson, Eds. (1996).Texas School for the Blind and Visually Impaired, Austin. 278 pp.
This guide is intended for students who are between the ages of 6 and 22 years who have visual impairments combined with other disabilities such as hearing impairments (deafblind or dual sensory impairments) and significant developmental delays. It is particularly designed for students who learn best within highly structured routines and who have great difficulty generalizing what they learn to new situations.
Subjects Covered:
J. M. Rhyne. (1981). Charles C. Thomas, Springfield, IL. 280 pp.
This teaching manual provides special educators and regular classroom teachers with information needed to teach regular curricular areas as well as specialized skills to visually impaired students.
Subjects Covered:
B. O'Sail, N. Levack, & K. Lutz. (in press). Texas School for the Blind and Visually Impaired, Austin.
This curriculum is written for students younger than twelve years of age who have visual impairments and are not yet reading, writing or doing math at a first grade level. Many of these students have mild to significant delays in areas such as cognition, motor, speech/language, and emotional development. Programming consists of thematic units which are organized into goals and objectives and unit activities related to concept development, math readiness, reading and writing readiness music and games, art, cooking and eating, pretend play, story time and extended discussions or activities. An Assessment Booklet is included which lists infused skills and concept words which can be targeted and taught within the themes.
Subjects Covered:
S. Hauser, L. Newton, & N. Levack. Eds. (in press). Texas School for the Blind and Visually Impaired, Austin
This guide addresses what to teach as well as how to teach by discussing strategies, adaptations, and procedures for planning and documentation. It is intended for students who are twelve years of age or older who have reading and math skills approximately between kindergarten and second grade level and have demonstrated limited ability to learn within a developmental or academic approach.
Subjects Covered:
C. Cushman, K. Heydt, S. Edwards, M. J. Clark, & M. Allon. (1992). Perkins School for the Blind, Watertown, MA. Vol. I, 503 pp. Vol. II, 511 pp.
These books are a resource for a range of professionals, parents, and other caregivers who work with children with visual and multiple impairments. Specific activities for the development of critical skills are included. Background information is given in each section with specific information about the development of students with visual and multiple impairments in that area.
Subjects Covered:
D. H. Warren. (1994). Cambridge University Press. Cambridge, England. 380?p.
This book is a summary and interpretation of the research literature on infants and children with visual impairments. it concludes that many aspects of ?elayed Ҡdevelopment are the result not of visual impairment itself, but of environmental variables that tend to accompany visual impairment. Hence, many of the typical developmental delays may be ameliorated or avoided by the appropriate structuring of the child? experiences. The book is developmentally oriented and treats all of the major areas of child development. The author? premise is that a truly useful body of knowledge about the development of children with visual impairments not only must characterize normative development, but must account for the factors associated with relatively good or poor developmental progress. Thus, the research literature is examined for evidence of variables that may account for individual differences, particularly variables related to the child? several environments.
Subjects Covered:
M.C. Holbrook. (1996). Woodbine House, Bethesda, MD. 395 pp.
This book is intended to give and support to parents of children with visual impairments. It was written by a team of professionals and parents , each of whom is an expert on different aspects of caring for children with visual imapirments. Much of the information in the book is slanted toward the concerns of parents iof younger children (birth to age five), but a great deal of information should also be valuable to parents of school age or older children.
Subjects Covered:
G. T. Scholl, Ed. (1986). American Foundation for the Blind, New York. 123 pp.
This book provides an overview of issues in educational theory and practice. It draws together current information about the nature and educational needs of blind and visually impaired children and youth from birth to 21 years and details current best practices in their education. This book is designed for students who are preparing to be special education teachers and for practicing teachers whom wish to update their knowledge concerning visually handicapped pupils.
Subjects Covered:
H. Becker, S. Schur, M. Paoletti-Schelp, & E. Hammer. (1985). Functional Resources Enterprises, Austin, TX. 123 pp.
The FSSI assesses critical living and working skills in persons with moderate to severe handicapping conditions. It is a criterion-referenced behavioral checklist consisting of 343 items grouped into three priority levels. An individual's level of independence and frequency of performance is rated on a five point scale. The inventory was originally developed for students with deafblindness and multiple impairments. It can be used to determine areas of strength and weakness and to predict levels of care. It is appropriate for students beyond the preschool years and older.
Subjects Covered:
D. M. Willoughby & S. L. Duffy. (1989). National Federation of the Blind, Baltimore, MD. 533 pp.
This handbook provides, practical, comprehensive and creative advice about the education of blind students who have varying interests, backgrounds and abilities. It is intended to be helpful to both new and experienced teachers.
Subjects Covered:
S.M. Rogow. (1988). Teachers College Press, New York. 201?p.
This book is about visually impaired children who are developmentally delayed or who have additional developmental handicaps. The premise of the book is that interaction with people and the environment is essential to effective learning and personal growth.
Subjects Covered:
R. M. Swallow, S. Mangold, P. Mangold. (1978). American Foundation for the Blind. 152 pp.
This booklet will aid teachers in determining some of the special needs of their students. It is a compilation of informal assessment checklists or inventories developed by VH teachers in the field.
Subjects Covered:
L. Goetz, D. Guess, & K. Stremel-Campbell. (1987). Paul H. Brookes, Baltimore. 366?p.
This volume addresses the needs of students with dual sensory impairments. It brings together a variety of approaches to curriculum development, program planning, and instructional delivery. The first section provides a historical perspective of service delivery systems and addresses current service strands, emphasizing the need for more integrated educational options. This book concludes with a discussion of the role of evaluation in making ongoing revisions in educational services.
Subjects Covered:
J. E. Olmstead. (1991). American Foundation for the Blind, New York. 127 pp.
This book contains practical suggestions that can be used by itinerant teachers.
Subjects Covered:
D. Sewell, Ed. (1997). Texas School for the Blind and Visually Impaired, Austin
This kit brings together informal checklists, suggestions for format; assessment materials that you may want to buy, informal reading inventories, and assessments of compensatory skill areas. The kit includes a three ring binder with tabbed assessments in regular print for teacher use, large print reading assessments for student use, a published basic reading inventory, and braille reading assessments for student use on disc.
Subjects Covered:
C. Miller & N. Levack, Eds. (1997). Texas School for the Blind and Visually Impaired, Austin. 156 pp.
This handbook offers basic information about how paraprofessionals work with students who are visually impaired. Each chapter defines the subject area addressed, explains why it is important and needs to be taught, and describes the paraprofessional's role. Specific teaching suggestions and adaptations are included for each subject area as well as additional resources.
Subjects Covered:
J. Hazekamp & K.M. Huebner Eds. (1989). American Foundation for the Blind, New York. 114 pp.
These guidelines were designed as a tool for those involved in planning and providing services to blind and visually impaired students. Parents or guardians, staff, and administrators were intended to be its primary audience. The standards and guidelines presented in this book represent research, legal requirements, and best practices in educational efforts , the intent being to improve the effectiveness of programs for blind and visually impaired students.
Subjects Covered:
S. Bradley-Johnson. (1986). Pro.ed. Austin. TX. 128 pp.
This book is primarily written to aid psychologists and educational consultants who are responsible for carrying out psychoeducational assessments. The material is also useful to other professionals who must read assessment reports, participate in individualized education planning meetings, and make decisions regarding educational programs for students. The book includes materials on procedures that can be used to obtain information during the process of assessment, issues and background information relevant to assessment of students with little or no vision, special procedure needed to obtain information on these students, and detailed reviews of published, individually administered tests.
Subjects Covered:
D. Chen & J. Dote-Kwan. (1995). Blind Children's Center, Los Angeles. 157 pp.
The primary purpose for Starting Points is to provide basic information to the classroom teacher of young children 3-8 years of age. Selected examples are given of children with diverse learning needs in a variety of educational settings.
Subjects Covered:
S. Mangold, Ed. (1982). American Foundation for the Blind, New York. 153 pp.
This book presents a multidisciplinary approach to the education of visually handicapped students. It addresses instruction in basic academic skills as well as the many skills which must be taught outside the regular classroom.
Subjects Covered:
M. Smith & N. Levack. (1996). Texas School for the Blind and Visually Impaired, Austin. 524 pp.
This book offers best practices for VI certified teachers serving students with visual and multiple impairments. Strategies for IEP development, instruction and transition planning are included as well as information on adapting materials and environments. Assessment guidelines are given along with sample assessments and reproducible assessment tools and forms.
Subjects Covered:
V. E. Bishop. (1996). Charles C. Thomas, Springfield IL. 255 pp.
This book provides a comprehensive resource for the classroom teacher who is working with a visually impaired child as well as a systematic overview of education for the specialist in visual disabilities.
Subjects Covered:
Authors: Anne L. Corn and L. Penny Rosenblum, 2000, PRO-ED Inc. Austin, TX: 103 pages
This curriculum is designed for teachers, O&M specialists, and families to use with adolescents and young adults with visual impairment as they explore their transportation options as nondrivers. Finding Wheels has 10 units containing objectives for nondrivers, supporting information on the topic, and a list of suggested activities for nondrivers to further explore the topic. Scenarios of adolescent and adult nondrivers and low vision drivers are used throughout the curriculum to illustrate key points and the variety of options available for nondrivers. The curriculum can be used in a group setting such as a classroom, summer program, or after school club. It can also be used on an individual basis. It is an appropriate alternative to driver's education classes.
Subjects Covered:
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