RESOURCE BOOKS ON VISUAL IMPAIRMENTS
By: Carmen Willings
Updated May 1, 2014
The following are resource books specific to working with students who are blind or visually impaired. Topics include braille literacy, early childhood, education, general reference, multiple disabilities, low vision and orientation and mobility. If there are additional resource books you feel should be listed here, please let me know and I will add them.
A curriculum designed for students in elementary school who are Blind or Visually Impaired with additional disabilities who are not following the standard course of study.
EXPANDED CORE CURRICULUM
Compensatory & Functional
Orientation & Mobility
Recreation & Leisure
Career & Vocational
The Daily Schedule
Teaching with Units
VI Program Resources
Visual Impairment Store
Cleveland, Jeri. Braille FUNdamentals. Texas School for the Blind and Visually Impaired (TSBVI). This resource book is a program for teaching the braille code. The program can be used with beginning braille readers as well as those who need additional practice in reading and writing. Activity suggestions are designed for a variety of age levels. This book includes a pre-braille assessment, braille checklists and ideas for games.
EARLY INTERVENTION & CHILDHOOD
Anthony, Chen, Fazzi, et al. First Steps. The Blind Children's Center, 1993). This handbook for teaching young children who are visually impaired provides a foundation and an overview of issues and concerns to families. Topics include early childhood development, professionals, the eye, the family, behavior management, speech/language, sensorimotor development, O&M skills, self-help skills, IEPs and materials and devices for children with visual impairments.
Derezek, Wendy. Move, Touch, Do. American Printing House for the Blind. From APH: This curriculum provides children opportunities to develop the awareness and skills to prepare them to enter formal education. Primarily for professionals. Materials provide an outline of daily activities, a structure of materials and skills for the school year, instructions for craft projects and sample communication boards.
Recchia, Susan L. Learning to Play. Blind Children's Center, 1987. This booklet focuses on the importance and necessity of play in children's development. Students who are blind or visually impaired can have difficulty in exploring toys and materials, making transitions from one activity to another and playing with other children. This booklet provides suggestions for parents and professionals for helping students in these areas.
Smith and Levack. Teaching Students with Visual and Multiple Impairments: A Resource Guide. Texas School for the Blind, 1996. This resource guide was written for VI certified teachers serving students in regular, special ed, and resource classrooms. Includes assessment guidelines and strategies for IEP development and instruction. It also includes information on adapting materials and the environment and creating tactual and visual symbols.
ORIENTATION & MOBILITY
Knott, Natalie Isaak. Teaching Orientation and Mobility in the Schools: An Instructor's Companion. American Foundation for the Blind, 2002. This manual is designed to help O&Ms discover the best methods of teaching O&M in schools. Includes useful forms, checklists, and tips on planning schedules, organizing equipment and work routines, working with school personnel and educational team members and effectively provide instruction to children with diverse needs.
LaPrelle, Lorie Lynn. Standing On My Own Two Feet. Blind Children's Center, 2002. This booklet provides a step-by-step guide to designing and constructing simple, individually tailored adaptive mobility devices made from low-cost PVC materials. These devices are intended to enable preschool age children who are blind to begin to master independent travel.
Pogrund, Rona, et al. An Orientation & Mobility Curriculum for Students with Visual Impairments, 3rd Edition. TSBVI, 2012. For orientation and mobility specialists who serve students ages 3 to 21 who may also have other impairments. This curriculum includes goals, objectives, and teaching strategies as well as functional mobility tasks, for the following environments: home/living, campus, residential, commercial and public transportation, as well as an ambulatory devices section. The four-part set also includes extensive appendices containing a wide range of O&M related topics and a supplement that details street crossing strategies.