In recent years, concern about a new epidemic of retinopathy of prematurity (ROP) has focused attention on the increasing incidence of the disease and the factors responsible for its most severe consequences. Two studies designed to address these issues were done using data from three sources: the B.C. Health Surveillance Registry (Registry), Physicians's Notices of Livebirth (PNOB), and the Vancouver General Hospital (VGH). In the first study, Registry and PNOB records were used to determine crude annual birth weight-specific incidence rates for ROP in infants liveborn in the Province of British Columbia (B.C.) in the period 1952-1983. These rates showed that, in B.C., the original epidemic of the disease ended in 1954. Linear regression lines fitted for each of four birth weight categories showed that, in the 29 year period after 1954, there was a significant increase in the incidence of ROP-induced blindness in infants weighing less than 1000 grams at birth. To refine this observation, the data were sub-divided: the 29 year period, to two smaller periods, 1955-1964 and 1965-1983; the less than 1000 gram birth weight category to two sub-categories, 500-749 and 750-999 grams. Since the inter-period incidence should have been similar if the birth weight-specific incidence had not changed since the end of the original epidemic, the crude weight-specific rates for ROP-induced blindness in the early period were used to calculate the expected number of cases in the later period. When weight-standardized incidence ratios (SIR's) and 95% confidence limits were calculated, the results showed that, in the 750-999 gram sub-category, the SIR was significantly increased. Infants born in the period 1965-1983 were 3.07 times more likely to be ROP: blind than their equal weight counterparts in the earlier period. In infants weighing 500-749 and 1000 grams or more, there was no evidence to suggest an increase in incidence after 1954. The second study was done to determine the cofactors that differentiate infants who are blinded by ROP from those who are not. Infants were included if (i) they were born in B.C. between 1955 and 1983, (ii) they were known to the Registry as being ROP: blind (cases) or not blind (controls), and (iii) they were born in or admitted to the VGH within 28 days of birth. When the data from all three data sources were dichotomized and analyzed using univariate techniques, two variables, respiratory distress syndrome (RDS) and neonatal weight loss, showed a significantly protective effect. The effect of RDS disappeared when the data were stratified by birth interval indicating that the observed association was confounded by time. When the variables were reanalyzed in continuous form, none were significantly associated with visual outcome. However, since the power of the cofactor study was extremely low, none of the variables that were included can be eliminated as potential cofactors for the induction of blindness in infants with ROP. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate

"The purpose of this paper is to develop a list of printed materials in the fields of fiction and biography for use with adolescents who are blind, deaf, or crippled. The books selected are presented in an annotated bibliography arranged alphabetically under two classifications, fiction and biography. An attempt was made to identify all available books for grades seven to twelve which meet the criteria established for this bibliography and have value in the education or treatment of physically exceptional adolescents"--Introduction. / "January, 1953." / At head of title: Florida State University. / Typescript. / Advisors: Sara K. Srygley, Louis Shores, Professors Co-Directing Paper. / Includes bibliographical references (leaves 35-36).

No description available.

The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.

Text in Afrikaans / Summaries in Afrikaans and English / Die doel met hierdie studie is om 'n kurrikulum vir die onderwys van swaksiende kinders vanui t 'n makroperspektief te ontwerp. Van die belangrikste gevolgtrekkings waartoe in hierdie studie gekom word, dui daarop dat die kurrikula, leerplanne en -opleidingsprogramme wat in die Republiek van Suid-Afrika vir kinders met spesiale onderwysbehoeftes (wat die onderwys van swaksiende kinders insluit) voorsien word * dikwels nie toereikend is om leerlinge vir suksesvolle indiensplasing voor te berei nie; * oorwegend akademies georienteerd is; * en nie altyd tred hou met die veranderende behoeftes, eise en tendense in die arbeidsmark nie. Swaksiende kinders is as groep hoogs heterogeen en het besondere en uiteenlopende onderwys- en opleidingsbehoeftes. Ten einde 'n relevante kurrikulum vir swaksiende kinders te on twerp wat genoemde leemtes ondervang, moes hulle uni eke behoef tes sowel as die eise van die moderne arbeidsmark in aanmerking geneem word. Die voorgestelde kurrikulum is op die onderwys van swaksiende kinders in af sonderlike skole vir gesiggestremde kinders en in skole in die hoof stroom van die onderwys van toepassing en maak * enersyds voorsiening vir die effektiewe implementering van die kurrikulum wat deur die Suid-Afrikaanse onderwysowerheid op nasionale (en moontlik ook op provinsiale) vlak vir die onderwys van normaalsiende kinders voorgeskryf word, en * andersyds vir die ontsluiting en bemeestering van die noodsaaklike kompensatoriese persoonlikheids- en karaktereienskappe en algemene vaardighede, waaroor swaksiende kinders behoort te beskik ten einde hulleself na skoolverlating in die volwasse sosiale en beroepslewe te kan handhaaf. Die kurrikulummodel wat die basis vorm vir die ontwerp van hierdie kurrikulum, is sodanig aangepas dat dit uitdrukking gee aan die essensies van 'n Christelik-wysgerige perspektief op opvoeding en onderrig. / The aim of this study is to design a curriculum for the education of partially sighted children from a macro perspective. some of the most important conclusions arrived at in this study indicate that the present curricula, syllabi and training programmes which are being offered to children with special education needs (including the education of partially sighted children) in the Republic of South Africa * are often not adequate to prepare learners for successful placement; * are predominantly academically orientated; * and do not always keep track with changing needs, demands and tendencies in the labour market. Partially sighted children as a group are highly heterogeneous and have particular and diverse education and training needs. In order to design a relevant curriculum for partially sighted children which intends to eradicate the mentioned deficiencies in the present provision of education to them, their unique needs as well as the demands of the modern labour market have to be considered. The proposed curriculum is directed at the education of partially sighted children who are accommodated in separate schools for the visually impaired as well as in schools in the mainstream of education and provides * on the one hand for the effective implementation of the curriculum which is prescribed normally sighted children by for the education of the South African education authorities on national (and perhaps also on provincial) level and * on the other hand for the unlocking and mastering of the essential compensatory personality and character qualities and general skills which partially sighted children should possess in order to maintain themselves in the adult social and vocational life after leaving school. The curriculum model which formed the basis for the design of this curriculum was adadapted in such a way that it expresses the essence of a Christian philosophic perspective on education and teaching. / Teacher Education / D.Ed.

No description available.

An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how Teachers of the Visually Impaired (TVI) and primary caregivers construct the idea of school readiness for children who are blind and use braille as their primary learning medium. This research will examine current practice in relation to the Head Start Early Learning Outcomes Framework and the Expanded Core Curriculum. Grounded in the Ecological and Dynamic Model of Transition the research will situate the whole child within natural contexts to identify supports for successful transition to public school. Qualitative research design will use permanent product review, including Individual Family Service Plans and Individual Education Plans to identify themes of current practice. Identified themes will be verified through semi-structured interviews with key stakeholders to better understand school readiness for children who are blind.

Thesis (M.S.)--State University of New York College at Brockport, 2002. / Includes bibliographical references (leaves 68-71).

SILVEIRA, Denize Francisca Oliveira da. Comunicação ativa na leitura e interpretação de situações problemas envolvendo figuras geométricas planas para crianças cegas. 2017. 131f. – Dissertação (Mestrado) – Universidade Federal do Ceará Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-08-11T13:25:54Z No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-08-11T14:33:55Z (GMT) No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5) / Made available in DSpace on 2017-08-11T14:33:55Z (GMT). No. of bitstreams: 1 2017_dis_dfosilveira.pdf: 1413316 bytes, checksum: 36f9f19f72dabc05baed7cb4f5a5d4b8 (MD5) Previous issue date: 2017 / This dissertation is the result of a joint work of two researchers belonging to the same research group in adaptations in mathematics: one with a degree in Mathematics, and the other with a specialization in psychopedagogy and graduation in Literature. Both researchers followed two blind children during a period of one year, between March 2016 and March 2017, with the initial motivation to analyze the solutions of some Mathematical Matters, with engravings, of the Military College of Fortaleza (CMF) ). It is justified the choice of the CMF exam because of the degree of difficulty of the questions, used as a parameter by the researchers for purposes other than the study discussed here. The mathematics teacher acts in the analysis of the solution of proposed problems. The researcher investigates the ways blind children read and interpret, with adaptation of the figures / images of the questions to Braille, observing if the communication is being active. On the other hand, aiming a learning of contents in a more objective way, the subjects flat geometric figures, measures of length, surface and volume are observed, in front of texts that encompass mathematical contexts. In fact, they are contents that the children study in the academic year in the school where they are included. The teacher of the regular school was asked to elaborate questions to carry out a test of learning, because if children are included, they have rights and duties, as students, identical to the others. Therefore, as a general objective, this dissertation aims to analyze the difficulties encountered by blind students in Mathematics, in the sixth year of elementary school, included in a regular school, in relation to reading and interpretation of problem situations, Of the angle of vision (of the observation) of the researcher with formation in Letters. It uses, as methodology, the work of Van Hiele (1985) adapted by Brandão (2010) and perfected by Lira and Brandão (2013). One of the main conclusions of this research is that it shows that one of the difficulties in solving problems involving geometric figures is in the way the statement of the questions is elaborated, being closely linked to the figures or drawings. / Esta dissertação é fruto de um trabalho conjunto de dois pesquisadores pertencentes ao mesmo grupo de pesquisa em adaptações na matemática: um com formação em Matemática, e a outra com especialização em psicopedagogia e graduação em Letras. Ambos os pesquisadores acompanharam duas crianças cegas durante o período de um ano, entre março de 2016 e março de 2017, tendo como motivação inicial analisar as soluções de algumas questões de matemática, com gravuras, de exames de seleção do Colégio Militar de Fortaleza (CMF). Justifica-se a escolha do exame do CMF pelo fato do grau de dificuldade das questões, usadas como parâmetro pelos pesquisadores com fins distintos do estudo aqui abordado. O docente de matemática atua no tocante à análise da solução de problemas propostos. A pesquisadora investiga as formas como as crianças cegas realizam a leitura e a interpretação, com adaptação das figuras /imagens das questões para o Braille, observando se a comunicação está sendo ativa. Por sua vez, visando uma aprendizagem de conteúdos de maneira mais objetiva, os assuntos figuras geométricas planas, medidas de comprimento, de superfície e de volume são observados, diante de textos que englobam contextos matemáticos. Com efeito, são conteúdos que as crianças estudam no ano letivo na escola onde estão incluídas. Ao docente da escola regular foi solicitada a elaboração de questões para realização de teste de aprendizagem, pois se estão incluídas as crianças, têm direitos e deveres, enquanto discentes, idênticos aos demais. Por conseguinte, como objetivo geral, a pesquisa visou analisar as dificuldades encontradas por discentes cegos, na disciplina de Matemática, no sexto ano do ensino fundamental, incluídos em uma escola regular, em relação à leitura e interpretação de situações problemas, trata, portanto, do ângulo de visão (da observação) da pesquisadora com formação em Letras. Utiliza, como metodologia, o método Van Hiele (1985) adaptado por Brandão (2010) e aperfeiçoado por Lira e Brandão (2013). Uma das principais conclusões desta pesquisa está no fato de mostras que uma das dificuldades em resolver problemas que envolvem figuras geométricas está na forma como o enunciado das questões é elaborado, ficando muito atrelado às figuras ou desenhos.

Text in Afrikaans / Summaries in Afrikaans and English / Die doel met hierdie studie is om 'n kurrikulum vir die onderwys van swaksiende kinders vanui t 'n makroperspektief te ontwerp. Van die belangrikste gevolgtrekkings waartoe in hierdie studie gekom word, dui daarop dat die kurrikula, leerplanne en -opleidingsprogramme wat in die Republiek van Suid-Afrika vir kinders met spesiale onderwysbehoeftes (wat die onderwys van swaksiende kinders insluit) voorsien word * dikwels nie toereikend is om leerlinge vir suksesvolle indiensplasing voor te berei nie; * oorwegend akademies georienteerd is; * en nie altyd tred hou met die veranderende behoeftes, eise en tendense in die arbeidsmark nie. Swaksiende kinders is as groep hoogs heterogeen en het besondere en uiteenlopende onderwys- en opleidingsbehoeftes. Ten einde 'n relevante kurrikulum vir swaksiende kinders te on twerp wat genoemde leemtes ondervang, moes hulle uni eke behoef tes sowel as die eise van die moderne arbeidsmark in aanmerking geneem word. Die voorgestelde kurrikulum is op die onderwys van swaksiende kinders in af sonderlike skole vir gesiggestremde kinders en in skole in die hoof stroom van die onderwys van toepassing en maak * enersyds voorsiening vir die effektiewe implementering van die kurrikulum wat deur die Suid-Afrikaanse onderwysowerheid op nasionale (en moontlik ook op provinsiale) vlak vir die onderwys van normaalsiende kinders voorgeskryf word, en * andersyds vir die ontsluiting en bemeestering van die noodsaaklike kompensatoriese persoonlikheids- en karaktereienskappe en algemene vaardighede, waaroor swaksiende kinders behoort te beskik ten einde hulleself na skoolverlating in die volwasse sosiale en beroepslewe te kan handhaaf. Die kurrikulummodel wat die basis vorm vir die ontwerp van hierdie kurrikulum, is sodanig aangepas dat dit uitdrukking gee aan die essensies van 'n Christelik-wysgerige perspektief op opvoeding en onderrig. / The aim of this study is to design a curriculum for the education of partially sighted children from a macro perspective. some of the most important conclusions arrived at in this study indicate that the present curricula, syllabi and training programmes which are being offered to children with special education needs (including the education of partially sighted children) in the Republic of South Africa * are often not adequate to prepare learners for successful placement; * are predominantly academically orientated; * and do not always keep track with changing needs, demands and tendencies in the labour market. Partially sighted children as a group are highly heterogeneous and have particular and diverse education and training needs. In order to design a relevant curriculum for partially sighted children which intends to eradicate the mentioned deficiencies in the present provision of education to them, their unique needs as well as the demands of the modern labour market have to be considered. The proposed curriculum is directed at the education of partially sighted children who are accommodated in separate schools for the visually impaired as well as in schools in the mainstream of education and provides * on the one hand for the effective implementation of the curriculum which is prescribed normally sighted children by for the education of the South African education authorities on national (and perhaps also on provincial) level and * on the other hand for the unlocking and mastering of the essential compensatory personality and character qualities and general skills which partially sighted children should possess in order to maintain themselves in the adult social and vocational life after leaving school. The curriculum model which formed the basis for the design of this curriculum was adadapted in such a way that it expresses the essence of a Christian philosophic perspective on education and teaching. / Teacher Education / D.Ed.