Thesis (M.S.P.H)--University of Michigan, 1939.

Thesis (M.S.P.H)--University of Michigan, 1939.

This paradoxically titled collection of poems explores what the blues and blindness has come to mean to the author.

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This thesis describes experimental work done in art education with a small group of children that met each Saturday at Dallas Services for the Blind over a two year period. The research used textured collage art projects as the medium of artistic expression for the children.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was designed to examine dependency in a permanently and totally blind adult male population. This necessitated the use of measures of overt and covert dependency which examined (a) the differences in dependency levels for blind adults compared with a sighted adult comparison group, and (b) the dependency levels varying within the blind groups is a function of length of blindness. A distinction between Instrumental Dependency (ID) and Emotional Dependency {ED) was proposed. ID was defined as the activity of seeking support or overt help, and ED referred to behavior exhibited in gaining satisfaction of some covert need. It is generally accepted that blindness creates a state of helplessness and dependency. A physical disability, by its very nature, necessitates the disabled person to both seek out and accept help from others. Often times the assistance he receives is in areas of performance where he was formerly able to function independently. Generally, the more severe the disability, in this case, the degree of blindness, the higher the amount of dependent behavior required to function adequately. It is possible that generalization effects of this dependency result in a transfer of this behavior to new and different situations. Not only is there the possibility of ID transfer, but there also may be a transfer effect which would increase covert ED behavior. The following four hypotheses were tested: 1. Blind adults are higher in Instrumental Dependency than are sighted adults. 2. Instrumental Dependency is related to length of blindness among blind adults. 3. Blind adults are higher in Emotional Dependency than are sighted adults. 4. Emotional Dependencx is related to length of blindess among blind adults. Instrumental Dependency was reflected through the frequency with which Ss required the assistance of repeated anchor value sounds in the judgment of "slow" and "fast" audible stimuli. Emotional Dependency was measured through responses to the Rohde Sentence Completion Test. Subjects' ages ranged from 20-54 years, intelligence quotients were between "dull normal" and "bright normal". Seventy subjects were studied, fifty-six blind and a comparison group of fourteen sighted. The blind Ss were divided into four groups according to length of blindness, which ranged from four months to almost eleven years. Results indicated that blind adults are higher in ID, and that ID is related to length of blindness (r=.47). While the blind adults scored higher in ED than did sighted adults, results indicated that, contrary to the proposed hypothesis, ED decreases as the length of blindness increases (r= -.35). There is evidence that help-seeking ("dependency") is a concomitant of the condition of blindness that is generalized to behavior which would not ordinarily elicit differential responses. As noted in the results , this help seeking was significantly greater for blind adults. However, the lessening of ED over time seems to indicate the learning of coping behavior following the initial heightened dependency. The separate dynamics of ID and ED, and their relationship to length of blindness, were discussed within the framework of learning and ego psychology. / 2031-01-01

A model of education known as the Expanded Core Curriculum (ECC) (Lohmeier 2005) proposes that, for blind students, the inability to learn visually severely curtails learning opportunities. A program of instruction must teach skills and knowledge traditionally learned by visual observation. The purpose of this research was to investigate the relationship between the ECC and social capital (Lareau and Weininger 2003) and to discover whether visually impaired individuals who have received an education based on the majority of the elements from the ECC demonstrate greater ability to acquire social capital than visually impaired individuals who have received a more traditional education based on the core curriculum. The data collected established the subjects’ level of social capital; the nature of their education (Core vs. ECC); the link if any between social capital and their educational experience; and the degree of social integration including upward career mobility. Findings included: • Those subjects who reported involvement in non-work related activities perceived a positive employment relationship, indicating high social capital. • Education based on the ECC was limited, as demonstrated by subjects’ limited career development. • Subjects made good use of tacit knowledge, even though the education received was not based on the ECC. • All subjects described their social relationships at work in functional rather than sociological terms. Subjects who described limited social activities with co-workers away from the workplace appeared to have limited social lives generally. The study’s conclusions are that formal instruction in soft skills and knowledge of the organization’s culture, as well as orientation to workplace culture, are critical to the development of a high-quality employment relationship. Initiatives to compensate for the inability of visually impaired persons to acquire this information coincidentally would help others who experience challenges in their efforts to acquire social capital

In my thesis I engage selected texts of Jacques Derrida, David Wills, and Jean-Luc Nancy in order to draw on specific motifs that are relevant for a thinking of sight and blindness. The motifs on which I elaborate are immediacy, prosthesis, and extension respectively. In consecutive chapters, based on close readings of these selected texts and the development of these motifs in them, my study elaborates on the relevance of the work of these three thinkers for a thinking of sight and blindness that does not conform to the hierarchical dualisms of Western metaphysics. Following this, I engage three texts by selected theorists from the large and growing field of disability studies—Rosemarie Garland-Thomson, Lennard Davis, David T. Mitchell, and Susan L. Snyder—in order to make the case that disability studies has not yet challenged its own metaphysical assumptions.