The purpose of the study was to evaluate the effects of a programme of physical education for Grade One blind and partially-sighted children at Jericho Hill School, the British Columbia Provincial Residential School for the Deaf and Blind. The programme instituted was devised by the author in a problem-solving, child-centered manner where the activities were performed at the level of interest and ability of the individual child. The programme included the following activities: 1. Orientation 2. Physical Education Activities: (a) Body awareness (b) Stretching, pulling, twisting (c) Small equipment (d) Large apparatus (e) Creative movements to music (f) Trampolining (g) Water activities (h) Outdoor running, walking (i) Visit to Santa Claus (j) Activities with a sighted class. The programme extended from September, 1965 to March, 1966 with two or three sessions per week lasting from one-half hour to three-quarters of an hour each. Three evaluative measures were used to assess the programme: 1. Objective scores from the pre- and post-programme tests were given where a numerical value could be assigned to these tests. 2. Film loops¹ of the objective test items were used to show pre-and post-programme performances. These were subjectively evaluated by eleven experts in the field of physical education. 3. The classroom teacher reported on her personal record of the effect of the programme on individual children and on the group as a whole. The improved objective test scores, the film loop evaluation by the physical education experts, and the subjective evaluation of the classroom teacher and the Vice-Principal of the Blind Department showed that the programme was successful in producing improvement in the children, especially in the areas of confidence and basic physical skill development. A film² was produced in conjunction with the programme but not as an actual part of the study, showing various activities performed by the children throughout the year. This 23 minute black and white 16 mm film was produced and titled by the author. ¹Stored in the Library of the School of Physical Education and Recreation, The University of British Columbia. ²"Learn to See", available from the Extension Department, The University of British Columbia. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In the 1960s, a group of blind activists, led by a charismatic young blind leader, attempted to take control of a residential school for the blind in Vinton, Iowa. The group of activists belonged to the Iowa Association of the Blind, the state affiliate of the National Federation of the Blind (NFB); the leader was Kenneth Jernigan, the first blind director of the Iowa Commission for the Blind; and the school was the Iowa Braille and Sight-Saving School (IBSSS), a venerable institution founded in the mid nineteenth century, and a cornerstone and iconic institution in the small northeast Iowa farming community of Vinton. Through the decade of the 1960s, Iowa was the central front of a civil rights movement, led by blind people determined to implement a new philosophy of blindness against what they perceived to be the entrenched power of sighted rehabilitation and education professionals. For ten years the Iowa Commission for the Blind and the Braille School were at odds with each other as both institutions fought for the hearts and minds of blind adults and children. Constant friction marked relations between the director of the Commission and the superintendent of the school, the former a blind activist administrator, the latter a sighted professional educator of the blind. The former, along with the organized blind whom he led, were not willing to let professionals speak for them, but insisted on speaking for themselves. The blind came to see the Braille School as the biggest obstacle to achieving their goals of advancing the civil rights of the blind in Iowa and beyond. The solution was to seek to take control of the school from the University Board of Regents and put it under the authority of the Commission for the Blind. The effort nearly succeeded, but the cost grew too high, and the battle for the Braille School would mark the beginning of the end of Jernigan's time in Iowa and set back the blind movement in ways not recognized until much later. Blind citizens in the 1940s and 50s faced widespread and entrenched discrimination. The ability to work, to own one's home, to travel independently on public transportation, to serve on trial juries, to vote, to adopt children, to raise families, were rights that no law guaranteed. The Architectual Barriers Act, Rehabilitation Act, Education of All Handicapped Children Act, and the Americans with Disabilities Act were all still decades in the future. It was the hope of Kenneth Jernigan and the blind whom he led to use the vocational rehabilitation program for the blind in Iowa to secure some of the rights the blind lacked, and to advance a new vision of what it meant to be blind.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Sandra Lewis, Florida State University, College of Education, Department of Special Education and Rehabilitation Counseling Services. Title and description from dissertation home page (viewed Sept. 22, 2004). Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2004. / "UMI number: 3156241." Abstract. Includes bibliographical references.

No description available.

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

The thesis deals with the problem of blind people in the Czech Republic. It describes the care for the blind from their birth to an old age. It deals with the specifics of different age groups and describes organizations providing care for them. The thesis contains the current problems from the practical point of view, case studies and the interviews with blind people.

While I have always loved to go to the art museum I have often found it difficult to convince friends and family to go with me. It seems to be a particularly daunting task for visitors with disabilities and specifically those with vision impairments. This study surveys the accessibility of the programming for visitors with visual impairments at 25 art museums in the United States of America and how they communicate that information to potential visitors. It highlights museums that go beyond what is required by the Americans with Disabilities Act and create programming that is enjoyable for all. This study will be a reference to create a more enjoyable experience for all.

While I have always loved to go to the art museum I have often found it difficult to convince friends and family to go with me. It seems to be a particularly daunting task for visitors with disabilities and specifically those with vision impairments. This study surveys the accessibility of the programming for visitors with visual impairments at 25 art museums in the United States of America and how they communicate that information to potential visitors. It highlights museums that go beyond what is required by the Americans with Disabilities Act and create programming that is enjoyable for all. This study will be a reference to create a more enjoyable experience for all.