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Teaching Students with Sensory Impairment
Strategies for mainstream teachers by Karen Waldron, Ph.D.; Michael Steer, Ph.D.; Dolly Bhargava, M. Spec. Ed.
Home|Meet the Editors|Vision Impairment
The Spirit of Inclusion|Definitions, Identification and Professionals|Technological and Medical Interventions|Teaching Strategies and Accommodations|Activities|Social Skills|Counseling|Working With Families|Research And Reflections
Blindness and Social Meaning: The Baleful Tale of Blind Freddy|Focus on the Assistive Technology Aortas of Learners with Vision Impairments|Literacy and Australians with Low Vision|Magister Ludi: Policy Implementation Games|Neurological Vision Loss: A Guide for People who have Homonymous Hemianopia (Royal Society for the Blind)
|Hearing Impairment

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/ Teaching Students with Sensory Impairment / Vision Impairment

Research and Reflections

  • The Spirit of Inclusion
  • Definitions, Identification and Professionals
    • Definitions
    • Identify a Student With Vision Impairment
    • Professionals Who Diagnose and Treat Vision Impairment
    • References
  • Technological and Medical Interventions
    • Successful Technology in the Classroom
    • Assessing Students' Technology Needs
    • Senior Secondary Students Using Braille
    • Early Childhood Students Using Braille
    • Students with Deteriorating Vision
    • Customising Options for the Vision Impaired
    • Larger Scale Braille & Alternate Format Production
    • References
  • Teaching Strategies and Accommodations
    • Student Greetings and Interactions
    • Making the Environment Safe
    • Lighting and Colour
    • Making Text Legible
    • Organizational Skills
    • Orientation to the Classroom
    • General Teaching Strategies
    • References
  • Activities
    • Reading
    • Mathematics
    • Science
    • Art
    • Physical Education
  • Social Skills
    • Developing Social Skills in the Classroom
    • Initiating Friendships
    • Additional Resources
    • References
  • Counseling
    • Developing the Counseling Experience
    • Developmental Level
    • Characteristics of Vision Impairment
    • Blindisms
    • Accessibility/Adaptive Devices
    • Verbal Cueing
    • Transitions
    • Vision Impairment as a Concern
    • Involving the Family
    • Involving the School
    • References
  • Working With Families
    • Uniqueness
    • Understanding Challenges
    • Roles of Teachers
    • Organizations and Sites
    • Deaf-Blind Resources
    • References
  • Research And Reflections
    • Blindness and Social Meaning: The Baleful Tale of Blind Freddy
    • Focus on the Assistive Technology Aortas of Learners with Vision Impairments
    • Literacy and Australians with Low Vision
    • Magister Ludi: Policy Implementation Games
    • Neurological Vision Loss: A Guide for People who have Homonymous Hemianopia (Royal Society for the Blind)

Authors:
Michael Steer, Ph.D. and Gillian Gale, D.Ed. (hon.caus.) The Renwick Centre for Professional Education and Research


In this section:

  • Blindness And Social Meaning: The Baleful Tale Of Blind Freddy
  • Focus On The Assistive Technology Aortas Of Learners With Vision Impairments
  • Literacy And Australians With Low Vision
  • Magister Ludi: Policy Implementation Games
  • Neurological Vision Loss: A Guide For People Who Have Homonymous Hemianopia (Royal Society For The Blind)
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