"The purpose of this study was to present descriptively and subjectively analyze the learning problems experienced by a graduate social work student with a ninety-seven per cent loss of vision. This student's second-year block field work placement of four months took place at the Institute of Human Development, Florida State University, Tallahassee, Florida. The focus of this study was to show how this student resolved certain professional learning problems, thus leading to positive learning experiences"--Introduction. / Typescript. / "August, 1960." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Social Work." / Advisor: Dorothy D. Hayes, Professor Directing Study. / Includes bibliographical references (leaves 80-81).

No description available.

The purpose of the study was to determine if subjects could be trained to discriminate surfaces by experiencing a series of structured training tasks utilizing apparatus developed for training discrimination in tactual perception of surfaces perceived by the finger tips.The subjects of the study were the legally blind male and female students in the kindergarten, first, and second grades at a midwestern residential institution for blind children. The age range of the 15 subjects who participated in the study was six years one month through twelve years six months. These subjects represented 65% of the total population of the three grades.The study was a pretest-posttest control group design. Each subject received a pretest and a posttest which utilized the Roughness Discrimination Test, a test designed to predict Braille reading readiness. Each subject of the experimental group experienced a series of game-type activities utilizing two sets of wooden blocks with surfaces covered with #100, #80-D, #60, #50, #40, and #36 production paper. Each subject of the control group experienced the series of game-type activities utilizing one set of wooden blocks with surfaces finished to the extent that no textural surface variation existed. The pretest, experimental group treatment, control group activity, and posttest were all administered by the examiner to each subject on an individual basis.The data were examined both descriptively and statistically utilizing measures of central tendency, the Mann-Whitney U-test, and analysis of variance. The measures of central tendency yielded a mean increase of 8.37 points for the experimental group and an increase of 2.28 points for the control from pretest to posttest. The median score increased 23.50 points for the experimental group and decreased four points for the control group. The analysis of data through the Mann-Whitney U-test and analysis of variance yielded no statistically significant difference at the 0.05 or the 0.01 levels of significance.Within the limits dictated by this study, the following conclusion was made. The tactual training tasks as designed and utilized in this study do not change in a positive direction the ability to discriminate surfaces as measured by the Roughness Discrimination Test.Based upon the results of the study, the following recommendations were made for further research:A study similar to the present one should be conducted introducing practice as a variable.A study similar to the present one should be conducted comparing and contrasting the performance of day school and public school blind children with residential school blind children.A study similar to the present one should be conducted utilizing blindfolded, sighted children as subjects for the purpose of comparing the ability to discriminate with that of blind children.

Thesis (M.S.P.H.)--University of Michigan, 1947.

Thesis (M.S.P.H.)--University of Michigan, 1947.

The trend to mainstream visually impaired students in British Columbia over the last seven years has resulted in new teacher roles--those of itinerant or resource room teachers. Changing caseloads, teaching technology and philosophy have created a dynamic milieu in which such teachers operate. This study was undertaken to fill a gap in exploratory research data on some of the factors that determine the role of these teachers in this province. A questionnaire was designed and completed by the 44 teachers of the visually impaired in British Columbia. Results of the study gave information from 40 responding teachers regarding teaching training characteristics, work setting, details on the size and characteristics of caseloads and the orientation of services. A beginning was also made in determining some common concerns and issues in the field. The need for further research in many of these areas in addition to role definition was suggested to be of benefit to both specialist teachers and other professionals with whom they consult. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Digitized by Kansas Correctional Industries

published_or_final_version / Social Work / Master / Master of Social Work

No description available.

This study investigates the acquisition of English in a nine year old totally blind student (Amanda) who has English-as-a Second Language (ESL). The study demonstrates the intricate relationship between language and interactive experiences. This case study will show the contrast in expressive language before and after a transition into a grade four class. In this classroom, Amanda was expected to participate and interact with her teacher and classmates. Data was collected on videotapes from I960-1967 and language samples were recorded from 1966-1990. Additional testing was also used to determine post transitional development. Language samples were analyzed and results of pre and post means of Mean Length of Utterance, Complete Sentence Usage, Function Word Usage, Braille Letter Recognition, and Braille Writing were determined. Results indicated that significant improvement occurred in Amanda's expressive language following transition into the grade four classroom. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate