This list is primarily materials relating to infant learning programs in the area of visual impairment. Some of the materials are more general in nature, with activities and learning ideas for young children.
For more details and availability: Search the Library Catalog on the Web
|Title and Description|
|"Lessons" with a child who is blind : development and early intervention in the first years of life Michael Brambring ; translated by Johnathan Harrow. Early On Ingham County, Inham Intermediate School District ; distributed by Blind Children's Fund (Okemos, MI), c1998.|
Description: Having a blind child triggers sadness and despair with their parents. What future chance of this child? Are we ever able to raise a blind child? The book reports on the special education situation of a family with their daughter born blind. The family was supported by early promoters in home visits. The focus of the book are letters that were written to parents after each early intervention visit and show the development path of blind Christina chronologically. The letters are accompanied by reports of parents who speak in an interview about their fears and frustrations, but also their joys and successes with her daughter. The author explains in further comments to each development step, the central concern of development support and parental counseling.
|Active learning for infants Debby Cryer, Thelma Harms, Beth Bourland. Addison-Wesley Pub. Co., c1987.|
Description: Provides a winning combination of information and activities that help children develop their minds and bodies in a safe and healthy environment. Incorporate "active" learning into the curriculum with ease using the complete planning guide with a clean format describing activities and appropriate materials, and a resource and skills checklist. Plus icons identifying developmental stages and suggestions for language development and interaction help teachers direct student progress. Use the series to update programs, train new staff, or develop teaching units.
|Active learning for twos Debby Cryer, Thelma Harms, Beth Bourland. Addison-Wesley Pub. Co., c1988.|
Description: ...has over 400 activities for Twos, 24 months through 36 months old. The activities are easy to read and do with one child or a small group; "Twos Can" checklists help caregivers choose the right activities for each child. Ideas on setting up environments for Twos and an easy system for writing plans help caregivers set the stage for a good activity program.
|Albinism : the people, the challenge [videorecording (DVD)] produced and directed by Chip Carry ; written by June Waugh ; NOAH ; Chrysalis Films. National Organization for Albinism and Hypopigmentation, c1995.|
Description: Defines albinism and hypopigmentation ; interviews with parents, teachers, and professionals ; discusses visual problems and adaptations.
|Are you blind? : promotion of the development of children who are especially developmentally threatened Lilli Nielsen. Sikon, c1990.|
Description: This book addresses children who are autistic and visually impaired. Lilli explains the children as developmentally threatened. She describes an educational method which, over 20 years, has shown to be of benefit to the children's emotional, motor, communication, and social development.
|Backyards and butterflies : ways to include children with disabilities in outdoor activities Doreen Greenstein ... [et al.].New York State Rural Health & Safety Council, c1993.|
Description: Dozens of imaginative ideas for making outdoor activities accessible to children with physical disabilities.
|Beyond peek-a-boo and pat-a-cake : activities for baby's twenty-four months Evelyn Moats Munger and Susan Jane Bowdon. 3rd ed. New Win Publishing, Inc., c1993.|
Description: ...goes up to 24 months of age, offers the new parents the opportunity to take on an active role in their child's development. Parents and caregivers are encouraged to share in their baby's growth during these early months in ways that are exciting and stimulating for them and the infant.
|Breaking the news [videorecording (DVD)] created by Nancy Chernus-Mansfield, Marilyn Horn. Institute for Families of Blind Children, [2012?], c1991.|
Description: Presents the "how-to" of giving bad news to patients and/or family members of patients in a compelling and understandable manner. The information is applicable to every medical discipline.
|Building blocks : foundations for learning for young blind and visually impaired children Betty Dominguez and Joe Dominguez ; Spanish translation by Pedro I. Rosell Vera. American Foundation for the Blind, c1991.|
Description: Looks at planning a preschool program and the importance of early learning, and provides descriptions of activities.
|Caring for people with multiple disabilitites : an interdisciplinary guide for caregivers Cindy French, Robin Tapp Gonzalez, Jan Tronson-Simpson. Therapy Skill Builders, c1991.|
Description: Caregivers can make a marked difference in a client's life, particularly if they are well informed and can actively participate in therapeutic intervention. ... designed as a manual to give caretakers an understanding of therapeutic principles and their application. The direct-care staff can then apply this information to specific programs or activities of daily living with their clients. This information is applicable to individuals from age five through adult.
|Children with visual impairments : a parents' guide edited by M. Cay Holbrook. Woodbine House, c1995.|
Description: Discovering and learning about a young child's visual impairment can be a scary and lonely time for parents. But, this guide for families of children with mild to severe visual impairment provides just the support and guidance parents need.
|Communication activities for infants and toddlers : birth to 12 months Monica Devine ; photographs by Monica Devine ; illustrations drawn under contract by Corwyn Zimbleman.|
Communication activities for infants and toddlers : 12 to 24 months Monica Devine ; photographs by Monica Devine ; illustrations drawn under contract by Corwyn Zimbleman.
Communication activities for infants and toddlers : 24 to 36 months Monica Devine ; photographs by Monica Devine ; illustrations drawn under contract by Corwyn Zimbleman. Communication Skill Builders, c1990.
Description: "...focus on helping parents to provide a warm, interactive, stimulating environment for their children...appropriate for normally developing children as well as children with developmental delays. ... provides a list of speech-language and motor skills that infants and young children learn during the designated one-year period. ... describes numerous simple enrichment activities parents can do as they care for their children, without having to set aside additional time..."
|CVI perspectives [videorecording (DVD)]. American Printing House for the Blind, [2005?]|
Description: Explores cortical visual impairment (CVI) from medical, educational, and personal perspectives.
|Determinants of development : conceptualizing young blind children Joyce Nesker Simmons, Iain F.W.K. Davidson. Heron Press, c1992.|
Description: A collection of papers that accompany the Simmons-Davidson Developmental Profle (SDDP) or that may be read as an introduction to the authors' conceptualisation of the early development of blind children.
|Developmental guidelines for infants with visual impairment : a manual for early intervention Amanda Hall Lueck, Deborah Chen, Linda S. Keckelis. American Printing House for the Blind, c1997.|
Description: "This manual presents developmental guidelines for infants with visual impairment from birth to 24 months who have a wide range of vision loss in order to assist professionals as they work with families to support the development of children."
|Dimensions : visually impaired persons with multiple handicaps compiled and with an introduction by Jane N. Erin. American Foundation for the Blind, c1989.|
Description: "Selected papers from the Journal of visual impairment & blindness".
|The Early development of blind children : a book of readings Iain F.W.K. Davidson and Joyce Nesker Simmons, editors. OISE Press, c1992.|
Description: A collection of articles by different authors.
|Early focus : working with young blind and visually impaired children and their families Rona L. Pogrund, Diane L. Fazzi, and Jessica S. Lampert, editors. American Foundation for the Blind, c1992.|
Description: ... provides clear descriptions of early intervention techniques with blind and visually impaired children and stresses the benefits of family involvement and transdisciplinary teamwork. Practical applications and strategies relating to cognitive and language development, orientation and mobility, social skills, early intervention, and program development are presented to integrate current practices in one convenient source. Valuable information on working with families of various ethnic/minority groups is detailed, as are useful descriptions of how teams can work most effectively. Includes extensive resource and readings sections.
|Early learning, step by step in children with vision impairment and multiple disabilities Lilli Nielsen. Sikon, c1993.|
Description: ...outlined how environmental intervention can facilitate the visually impaired and the multiple handicapped child's access to achieve motor and other abilities through Active Learning. This book reviews how children, with or without handicaps, achieve the pre-requisites for learning, for example, to sit unsupported, to eat, to walk and to play constructively. It is designed for parents, teachers, psychologists and others who in some way are involved in caring for handicapped children.
|Effective use of objects : a process centered intervention Gretchen Stone. American Printing House for the Blind, 1990.|
Description: Helps learners with multiple disabilities develop task-oriented behavior that is self-regulating. Focuses on the kinds of problem-solving skills that encourage the functional use of objects. The first section stresses task orientation and exploration of the physical properties of objects. Section two addresses skills related to using objects in work sequences at a more advanced level. For parents and professionals. Age range: 2 to 7.
|Equals in partnership : basic rights for families of children with blindness or visual impairment Pamela Crane, Diana Cuthbertson, Kay Alicyn Ferrell, Hazel Scherb. Perkins School for the Blind, [199-?]|
Description: Compiles educational advocacy materials to help parents better understand the unique needs of children who are blind or visually impaired, and to assist them in accessing appropriate services for their children.
|The FIELA curriculum : the flexible, individual, enriched, level, appropriate curriculum : 730 learning environments Lilli Nielsen. Sikon, c1998.|
Description: The FIELA curriculum, part of the Active Learning approach, was developed to ensure that children with one or several disabilities can access an individual learning program which will match their developmental level, their needs for learning and interests.
|Finding a new path : guidance for parents of young children who are visually impaired or blind prepared by the Canadian National Institute for the Blind ; editor, Deborah Gold. CNIB, 2002.|
Description: CNIB developed this comprehensive handbook after consulting with parents of children with vision loss. Learn how vision loss can effect a child's early development, the community resources you can look to for help and much more. How to help children develop life skills -- Learn about the emotional component to vision loss -- Find out how other family members might be affected -- How to be your child's advocate in the school system -- Features listings for adaptive technology and toys.
|First steps : a handbook for teaching young children who are visually impaired. Blind Children's Center, c1993.|
Description: This handbook provides an overview of the development of young children with visual impairments and their educational needs. The first three chapters outline the developmental path followed by sighted children and contrast this with the lives of children who are visually impaired, introduce the professionals who commonly work with children who are visually impaired, and discuss the medical conditions that cause blindness and visual impairments. Chapter 4 examines the social and interpersonal complexities that arise in a family's life when their child is diagnosed with a visual impairment. Chapter 5 offers suggestions on how problem behavior in the classroom can be addressed and outlines steps to provide norms of social behavior. The next three chapters deal with more technical aspects of childhood development including speech and language acquisition, sensorimotor integration, and motor development. Chapter 9 discusses orientation and mobility skill development, and Chapter 10 focuses on self-help skills with suggestions for enhancing independence. The final chapter defines the educational rights of children with impairments as defined by federal legislation. Examples of an individualized education program and individualized family service plan are included. An appendix includes descriptions of materials and devices for young children with limited vision. Each chapter contains references.
|Foundations of braille literacy Evelyn J. Rex ... [et al.] American Federation for the Blind, c1994.|
Description: "The first and only text to address the teaching of braille reading and writing in the context of literacy in general, the whole language approach, and the way in which print reading and writing are taught. Both a theoretical framework and practical applications for instruction in braille literacy are provided. Designed for use by university training programs and practicing educators of children and adults who are visually impaired, this book is an important resource for regular reading and literacy educators, administrators, parents, and transcribers as well."--publisher's website.
|From the heart : on being the mother of a child with special needs Patricia Bowman (Pat) ... [et al.] ; editors, Jayne D. B. Marsh, Carol Boggis. Woodbine House, c1995.|
Description: "In eye-opening narrative based on their parent support group process, nine mothers explore the intense, sometimes painful, emotional terrain of raising a child with special needs. The children who have helped shape the women's lives have a variety of special needs, including autism, Down syndrome, cerebral palsy, ADD, and multiple disabilities. The successes, setback, struggles, and joys shared here cover important aspects of daily life: relationships with professional providers, family life, work, school issues, and feelings about the 'self' and closest friends and family members."
|Functional & instruction scheme : the visually impaired child's early abilities, behavior, learning Lilli Nielsen. National Institute for Blind and Partially Sighted Children and Youth in Denmark, c1990.|
Description: This scheme has been developed partly on the basis of the problems which have emerged during pedagogical work with 400-500 visually impaired children and partly on the basis of a scientific study on spatial relations in congenitally blind infants.
|Functional scheme : functions skills assessment learning reassessment : levels: 0-48 months Lilli Nielsen. Sikon, c2000.|
Description: "This book is designed to be used with learners between birth and 48 months to determine developmental levels and changes in levels. It can be used with learners with one or a combination of disabilities."
|Getting in touch with play : creating play environments for children with visual impairments Kim Blakely, Mary Ann Lang, Roger Hart ; designed and illustrated by Selim Itus. Lighthouse National Center for Vision and Child Development, c1991.|
Description: The purpose of this manual is to offer design ideas that support more creative and satisfying play experiences for children who are blind or visually impaired as well as for children with full vision. It will address specific design principles that can empower children with visual impairments to play with the same freedom and spontaneity as sighted children.
|Handbook for itinerant and resource teachers of blind and visually impaired students Doris M. Willoughby and Sharon L. M. Duffy. National Federation of the Blind, c1989.|
Description: Readable, practical, and thorough, this book covers all the topics one would expect in a book with this title. Best of all, it's also a great resource for parents and other non-professionals. Topics include: testing and evaluation; techniques for blind youth in math, science, home economics, art, music, technical education, physical education, daily living skills, and so forth; teaching Braille; teaching cane travel; professional concerns (such as organizing paperwork, developing relationships with parents and co-workers, etc.); and much more.
|Help : when the parent is handicapped developed and edited by Stephanie Parks. VORT Corporation, c1984.|
Description: This unique and pioneering resource offers thousands of activities and training techniques for directly involving parents who are blind, deaf, have physical or learning disabilities, or have cognitive delays.
|Helping babies learn : developmental profiles and activities for infants and toddlers Setsu Furuno ... [et al.] ; illustrations drawn under contract by Cathie Lowmiller. Communication Skill Builders, c1993.|
Description: Understanding the clinical side of child development is one challenge. Developing a practical way to stimulate development day by day is quite another challenge, one that Helping Babies Learn meets well. This imaginative book is packed with developmental activities that fit easily into daily life. Parents and professionals alike will enjoy a deeper understanding of child development and a renewed enthusiasm for encouraging-and enjoying-a child's growth. And the innovative technique of presenting the text from the child's point of view gives adults new insight into the child's world. Helping Babies Learn was developed by a team of professionals experienced in child development work-Setsu Furuno, Ph.D.; Katherine A. O'Reilly, PT, MPH; Takayo T. Inatsuka, OTR; Carol M. Hosaka, M.A.; and Barbara Zeisloft Falbey, M.S., CCC-SLP. The manual encompasses a wide range of developmental domains-social and emotional, cognitive, expressive language, gross-motor skills, fine-motor skills, and self-help. Designed for easy use, the text is organized by three-month intervals (for example, for babies 0-3 months, 3-6 months, and so on) and by activities that reflect daily family life. The activities are grouped by: home routines -- indoor activities -- excursions -- social development -- health and safety. The Hawaii Developmental Charts that come with this book provide a handy way to track a child's development in more than 600 skills.
|The INSITE model : a model of home intervention for infant, toddler, and preschool aged multihandicapped sensory impaired children [principal writers, Elizabeth C. Morgan ... et al. ; editor, Susan Watkins ; main contributors, Pat Boyle ... et al.]. HOPE, c1989.|
Description: In 3 main parts : the INSITE model (background, rationale, description & evidence of effectiveness), information for parent advisors concerning program implementation, and the 5 INSITE home visit programs (communication, hearing, vision, cognition, motor impaurments), with a developmental resources section at the end.
|Is it a big problem or a little problem? : when to worry, when not to worry, and what to do Amy Egan ... [et al.]. St. Martin's Griffin, 2007.|
Description: Your road map through the ups and downs of early childhood. Almost every child, at some point during their early years won't listen, will throw a tantrum, will be mean or aggressive, shy or withdrawn, be a picky eater, and more. As a parent, you know that differences in children's learning styles and temperaments are a given. However, when any of these problem behaviors become the 'norm' for a child, a red flag should go up. If they affect a child's ability to be happy, relate to others, and go about his daily life, there may be a real problem. ... will help you to determine: The size of the problem ; How to manage problems on your own with practical tips and strategies ; When, if at all, to seek a professional evaluation and what to do in the meantime ; Learn when to worry, when not to worry, and what to do. This book will be your essential guide to decoding your child's behavior and navigating the early years of childhood.
|Learning to look : a handbook for parents of low vision infants and young children Donna Heiner ; illustrations by Marilyn Hulce. International Institute for Visually Impaired, 0-7, Inc., c1986.|
Description: Specific and understandable suggestions are offered to parents of severely visually impaired children who have or may have the capacity to learn visually. Parents can assist children with even a small amount of vision to develop that vision from an early age. Vision development begins by ensuring that the child receives appropriate medical and educational services. Parents themselves can make observations to determine how the child reacts to light, what size objects can be recognized, what colors are preferred, etc. Activities are suggested for helping children of various ages learn to "look," including the newborn infant, young baby, older baby, toddler, and preschool child. Other suggestions are provided for: helping the child when he or she can't see something, helping the parent capture and hold the child's attention, capitalizing on the child's attraction to light, and helping the child adjust to wearing glasses. Appendices list materials for parents, toys which encourage the use of vision, and other items for enhancing the use of vision. (JDD)
|Living and learning with blind children : a guide for parents and teachers of visually impaired children Felicity Harrison and Mary Crow. University of Toronto Press, c1993.|
Description: Blind and visually impaired children experience the world in unique ways. To help them learn and develop, parents and teachers need to understand how such children relate to their environment. ... offer practical strategies for encouraging the blind child's development and interaction with his or her family and school community. ... begin by discussing the reactions of parents when they learn their child is visually impaired, perhaps even multihandicapped. They go on to provide insights into what it means not to see well and techniques for encouraging the child to use whatever vision he or she may have. They suggest activities that parents or teachers can share with a blind child, from songs, games, and crafts to projects around the house and ways to enjoy a walk together. They discuss the nursery school experience and offer ideas on how to make it enjoyable and rewarding. A final chapter addresses preventive and remedial measures; it focuses on the nonvisual perspective and explains how to perceive things from the blind child's point of view. Parents and preschool teachers of visually impaired children will find this a welcome guide to coping with day-to- day challenges and enhancing the child's education and development.
|More things to do with toddlers and twos written and illustrated by Karen Miller. Telshare Publishing Co., Inc., c1990.|
Description: These easy-to-do activities lead toddlers to many magical discoveries and experiences, and evoke their innate curiosity about their environment. It explores strategies to help you develop social competency in young children: how to stop "hurting" behaviors, as well as handling discipline and aggression. Includes hundreds of activities, techniques, and toy designs.
|Motor skills acquisition in the first year : an illustrated guide to normal development Lois Bly. Therapy Skill Builders, c1994.|
Description: ...a descriptive presentation of normal motor development and skill acquisition during the first year of life. It gives a greater understanding of normal motor development and normal movement in infants, in order to treat infants with delayed or aberrant movements. The goal of this book is to inform and enhance knowledge, understanding, and observational skills in the assessment of normal motor development, and to present an analysis of the motor components that babies use to achieve each milestone normally. It provides a background for enlarging the scope of kinesiological analysis and will serve as a stimulus for others to further investigate and analyze the kinesiological aspects of motor development. Key features: shows how a baby's first-year motor skill milestones are achieved, and how they evolve into skills ; presents an analysis of the motor components that babies use to achieve each milestone normally ; includes 300 beautiful photographs to capture the essence of normal motor development.
|Move, touch, do project author, Wendy Drezek ; Margaret Costantino, illustrator ; Tom Poppe, co-illustrator. American Printing House for the Blind, c1995.|
Description: This curriculum guide provides units for use in teaching children (ages 6 months through kindergarten) with visual impairments. The emphasis throughout is on experiential learning, development of independence, and language development. The first section includes five chapters which discuss the development of children with different visual abilities, common educational models, a suggested daily routine and classroom structure, adaptation of curriculum materials for children with other disabilities, and integration of related and special services such as augmentative communication, Braille reading, and orientation and mobility skills. The following section presents 44 instructional units. These units are organized to correspond to the most common progression of preschool and kindergarten themes; most include patterns for craft projects and a sample communication symbol page.
|Moving right along Marilyn Click, Joan Davis ; to United Cerebral Palsy of Central Arizona and MARC ; illustrations by Nancy Click. EdCorp, 1987, c1982.|
Description: Primarily goals for children with cerebral palsy for motor skills development - fine and gross motor, e.g., sit, crawl, stand, walk; relaxation; feeding skills such as drink from cup, eat soft foods, take bites; decrease drooling (ideas for intervention). Book intended for adults who care for children with physical disabilities - and be assisted by a professional.
|The new language of toys : teaching communication skills to children with special needs : a guide for parents and teachers Sue Schwartz and Joan E. Heller Miller. Woodbine House, c1996.|
Description: ..a how-to guide about using everyday toys--both store bought and homemade--to develop communication skills in children with disabilities and make playtime a fun, exciting and educational experience.
|No bored babies : a guide to making developmental toys for babies birth to age two Jan Fisher Shea.|
Bear Creek Publications, c1986.
|On the way to literacy : early experiences for visually impaired children Josephine M. Stratton and Suzette Wright. American Printing House for the Blind, c1991.|
Description: Handbook for parents and teachers addresses communication, hand skills/tactual exploration, concepts, and book experiences. Recommended ages: birth to 5 years.
|Ophthalmology for the primary care physician edited by David A. Palay, Jay H. Krachmer. Mosby, c1997.|
Description: Purpose: To give primary care providers a thorough introduction to and useful reference on ophthalmology. The book begins with an introduction to normal ophthalmic anatomy and the ophthalmologic examination and then considers the differential diagnosis of eye symptoms. Several chapters deal with the anatomy and pathology of structural elements of the eye and are arranged in anatomic sequence, from the eyelids to the retina. The rest of the chapters focus on special topics, such as glaucoma, neuro-ophthalmology, pediatric eye problems, orbital disease, and ocular trauma. In each chapter, a section on anatomy is followed by a diagnosis- or symptom-driven catalogue of conditions. The discussion of each condition covers signs, symptoms, etiology, differential diagnosis, evaluation, treatment, and follow-up. A section on the ophthalmologic manifestations of systemic disease and a chapter on medications are also included.
|Orientation and mobility primer for families and young children Bonnie Dodson-Burk and Everett W. Hill. American Foundation for the Blind, 1989.|
Description: This book describes the skills children with visual impairments need to get around safely and efficiently, and helps parents start their youngsters on the way to being independent. Chapters cover sensory training, concept development, motor development, and orientation skills, and offers suggestions on how to encourage a child to move, to identify the sources of sounds, to keep track of objects, and to play successfully with others.
|Parents are teachers, too : enriching your child's first six years Claudia Jones. Williamson Pub. Co., c1988.|
Description: Here are hundreds of activities, ideas, problem-solving techniques and exceptional insights for parents to encourage children to reach their full potential.
|Pathways to independence : orientation and mobility skills for your infant and toddler written by Barbara O'Mara ; edited by Rita Stuart ; photographs by Rolan Levin and Peter Byron.|
The Lighthouse, National Center for Vision and Child Development, c1989.
Description: Designed to assist parents in helping their visually impaired or blind children down the path toward understanding, competence and enjoyment.
|Perceptualizing aids [videorecording (DVD)] : why, how, and when.|
Videocom AG fŸr Audio- und Video-Kommunikation, c2004.
Description: For parents, teachers, nursery teachers, therapists, or others working with visually impaired or blind children and/or those with multiple disabilities. Discusses perceptualizing aids that give children the opportunity for active learning on their own initiative, for acquiring experiences themselves. Demonstrates the use of the HOPSA-dress, support bench and essef board.
|Popular activities & games for blind, visually impaired & disabled people Peter Rickards.|
Association for the Blind, c1986.
|Positioning for play : home activities for parents of young children written and illustrated by Rachel B. Diamant. Therapy Skill Builders, c1992.|
Description: This helpful, time-saving resource is a collection of reproducible activities for early intervention professionals to give to parents of children who have developmental delays and range in age from birth to three years. The book's purpose is to help the early intervention professional teach parents ways to hold and play with their children while providing opportunities for developing motor skills and stimulation. Movement and play provide the foundation for development of motor, sensory, perceptual, cognitive, language, and social skills in infants and youngsters. But for youngsters with physical or other developmental delays, these experiences are compromised and these children must rely on adults to help open the door to play and movement stimulation. This means that the parents and the professionals- physical- and occupational therapists, early childhood educators, and pediatric nurses-need to work as a team to make opportunities for movement and play possible. Activities in this manual are grouped into ten sections, according to the developmental skill position being covered. Each section begins with an introduction that explains the developmental skill position and why this skill is important to the child's development. The introductions are written in non-technical language to help increase the parents' understanding of the developmental skill. The early intervention professional can select which activity is appropriate, based on the child's skill level and relevance to the family's needs. The activity sheets are designed to demonstrate ways parents can hold and play with their child using household items-no fancy equipment-while encouraging proper body mechanics for the parent. The activity also includes brief explanations of the skills being developed. There is space at the bottom of each sheet for writing more suggestions to individualize the activity. Space has been provided on the back of each activity sheet to add notes or special recommendations.
|Pots & pans activities for the preschool child ; Activities for preschool multiple handicapped children.|
Instructional Materials Center of the Dept. of Exceptional Children, Office of the Superintendent of Public Instruction, [197-?]
|A practical guide to solving preschool behavior problems Eva L. Essa. 2nd ed. Delmar Publishers, c1990.|
Description: Focusing attention on possible underlying causes of a child's misbehavior, this guide uses a situational approach for solving specific behavior problems that commonly occur with young children. Each behavior is discussed in a separate chapter, with step-by-step recommendations provided to correct the problem. The book encourages readers to consider the influences of developmental, environmental, and health factors on children's behavior. The chapters are grouped in sections as follows: (1) "Overview," including setting a positive environment to encourage appropriate behavior, and why children misbehave; (2) "Aggressive and Antisocial Behaviors," including hitting, biting, stealing, and noncompliance; (3) "Disruptive Behaviors," including running aimlessly around the classroom, shouting in the classroom, and dropping objects to create noise; (4) "Destructive Behaviors," including breaking toys, flushing objects down the toilet, and destroying the work of others; (5) "Emotional and Dependent Behaviors," including tantrums, baby talk, clinging, whining, and seeking attention; (6) "Participation in Social and School Activities," including non participation, shyness, and infrequent large-muscle activity; and (7) "Eating Behaviors," including finicky eating and overeating. The final two chapters cover dealing with multiple problem behaviors, and record keeping. (HTH)
|Preschool vision stimulation : it's more than a flashlight! : developmental perspectives for visually and multihandicapped infants and preschoolers Lois Harrell and Nancy Akeson ; foreword by Creig S. Hoyt ; photography by Ray "Scotty" Morris.|
American Foundation for the Blind, c1987.
|Resources for family centered intervention for infants, toddlers, and preschoolers who are visually impaired editor, Elizabeth C. Morgan.|
SKI*Hi Institute, Dept. of Communicative Disorders, c1992.
|Space and self : active learning by means of the little room Lilli Nielsen. Sikon, c1992.|
Description: This book presents how, through the use of a Little Room, young children with physical or sensory disabilities can develop relationships in space and the environment.
|Standing on my own two feet : a step-by-step guide to designing & constructing simple, individually tailored adaptive mobility devices for preschool-age children who are visually impaired Lorie Lynn LaPrelle ; photography, Megan Minnehan Smith. Blind Children's Center, c1996.|
Description: This booklet provides step-by-step instructions for designing and constructing simple, individually tailored adaptive mobility devices for preschool-age children who are visually impaired. These devices are intended to enable children to begin to master independent travel, which precedes long cane training. How to introduce the mobility device to children, why an adaptive mobility device is needed, how to determine the appropriate device, and typical sequencing and device transition are discussed. Four different types of devices are then introduced: the Moveabout (with three different design options), the Pusher, the L-Bar, and the Arc-Definer. Instructions about each device include a list of the materials and tools needed to construct the device, the cost of materials and tools, optional features, and construction directions. Information is also provided on how to individualize devices to fit the height and width of the child, and photographs and diagrams show the assembly process. Three case studies of children (ages 1-2) with visual impairments illustrate the use of the devices.
|A start to independence for your visually impaired child Deborah Fullwood. Royal Victorian Institute for the Blind; Burwood Educational Centre for Blind Children, 1988, c1984.|
Description: This book provides a developmental and systematic approach to the acquisition of self help skills, with an emphasis on drinking, eating, dressing, personal care, clothing care, home skills and everyday skills. An additional section provides the reader with strategies to examine and approach any independence difficulty and attempts to give the reader the confidence to develop his own solutions to individual problems.
|A tactual road to reading : a developmental program for young children Ina W. Kurzhals and Hilda Caton ; assisted by Eleanor J. Pester.|
|Teachables from trashables : homemade toys that teach Toys 'n Things ; text & drawings by C. Emma Linderman. Toys 'n Things Press, c1979.|
Description: Contains instructions for adults to make educational toys from household refuse for preschool and young school age children. Includes suggestions for using the toys in educational settings.
|Teachables II : homemade toys that teach Rhoda Redleaf ; illustrations by Ellen Krans.Toys 'n Things Press, c1987.|
Description: Contains instructions for adults to make educational toys from household refuse for preschool and young school age children. Includes suggestions for using the toys in educational settings.
|Teaching with toys : making your own educational toys Sally Goldberg. University of Michigan Press, c1981.|
Description: How to arrange the home environment for learning, with ideas and examples on providing infants and toddlers with an enriching environment. The toys focus on: self-awareness, colors, letters, numbers, shapes and reading.
|Therapeutic education for the child with traumatic brain injury : from coma to kindergarten Dorothy McKerns and Leslie McKerns Motchkavitz. Therapy Skill Builders, c1993.|
Description: Provides ideas for rehabilitative methods in the areas of: profound disability ; putting together a team of experts ; setting and meeting meaningful goals ; getting help from agencies and the school system ; blending a kindergarten program with a therapeutic program ; establishing a baseline performance ; measuring and documenting progress through observation ; 180 lesson plans for age-appropriate activities based on the child's interests.
|Things to do with toddlers and twos written and illustrated by Karen Miller.|
Telshare Publishing Co., Inc., c1984.
Description: Toddlers explore the world using their senses with over 400 exciting hands-on activities. The suggested activities help children develop cognitive skills, language, sensory awareness, gross and fine motor skills, self-image, sociability, imagination, and more.
|Tools for selecting appropriate learning media Hilda Caton, editor. American Printing House for the Blind, c1994.|
Description: This manual assists in developing educational goals and Individual Education Plans for children with visual impairments, by providing guidelines for selecting appropriate learning media for optimum literacy development. Part 1 describes the target populations, the members of the interdisciplinary team, and the team members' responsibilities. Part 2 outlines and describes the actual assessment procedure and part 3 provides a detailed set of instructions for evaluating child attributes and environmental attributes (educational environment, family, and home attributes). Appendices contain questionnaires, report forms, and checklists which reflect each stage of the assessment procedure. In addition, a list of assessment instruments with addresses of publishers is provided, as is a glossary of eye terms. (Contains 56 references.) (DB)
|Touch toys and how to make them : especially designed for the visually handicapped but also safe and suitable for all. H.Z. Ten Horn, c1981.|
Description: Instructions on making safe and fun toys for children.
|Welcoming students with visual impairment to your school : a guide for training public school personnel and families about the needs of students with vision loss principal authors: Michael Pampano ... [et al.] ; Marianne Riggio, editor. Perkins School for the Blind, c2006.|
Description: A multi-media set of modules that has been developed to provide vision professionals with a user friendly resource to help them share meaningful information about students with visual impairment to a wide array of audiences and venues. There are four modules that have been selected to address some of the most needed training topics. They are: An overview of the challenges and supports for students with visual impairment in the public school, The implications of visual impairment on the development of social skills, Orientation and mobility, and Low Vision. Each module includes: An introductory instructor's guide that provides a simple overview of the goals and content of the module, A PowerPoint presentation with notes for the presenter (approximately 2 hours of content per module) and embedded video clips and photographs, Training activities, A template for developing action plans, and Recommended readings and resources.
|You and your small wonder : activities for busy parents and babies Merle B. Karnes. AGS, c1982.|
Description: Presents 156 activities that fit into the day. These activities give the baby practice in skills including: language development, intellectual development, balance and motion skills, and social skills. Birth to 18 months.
|You and your small wonder : activities for busy parents and babies Merle B. Karnes. AGS, c1982.|
Description: Presents 156 activities that fit into the day. These activities give the toddler practice in skills including: language development, intellectual development, balance and motion skills, and social skills. 18-36 months.
|You are your child's first teacher Rahima Baldwin ; photographs by Harriette Hartigan. CelestialArts, c1989.|
Description: ... introduces a new way of understanding the human being so that parents can be best equipped to serve as their own children's best teachers. Chapters include: Caring for the Newborn, Helping Your Toddler's Development, The Development of Fantasy and Creative Play, Nourishing Your Child's Imagination, Rhythm and Discipline in Home Life, Readiness for School, and more.