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Early Childhood Curricula
Early Childhood Resources
C. Brown & B. Bours. (1986). State of Florida, Department of Education, Tallahassee. 230 pp.
The primary emphasis of this project has been to delineate early developmental behaviors that impact on the future orientation and mobility training of visually impaired children. It focuses on the analysis and curriculum of motor development in young visually impaired children, ages 2-5.
Subjects Covered:
N. Johnson-Martin, K. G. Jens, & S. M. Attermeier. (1986). Paul Brookes, Baltimore, MD. 323 pp.
This curriculum has been developed for infants and toddlers (birth to 24 months in developmental age) with a broad range of handicapping conditions. Specific adaptations for infants with visual impairments are included.
Subjects Covered:
E. C. Morgan. (1992). SKI HI Institute, Department of Communicative Disorders, Utah State University, Logan. 979 pp.
The INSITE model was developed to facilitate the provision of services to multihandicapped, sensory-impaired children in their homes. In this model, parents are the primary facilitators of development. Early intervention is stressed and home is considered the most appropriate setting for intervention. Psychological and emotional support for family members is part of the intervention. Information about the unique problems and needs of children with multiple and sensory impairments and their families is provided.
Subjects Covered:
W. Drezek. (1995). American Printing House for the Blind, Louisville, KY. 268 pp.
This curriculum provides a basic outline of daily activities, as well as structure of materials and skills for the school year. It provides children from infancy through preschool age many opportunities to develop the awareness of skills that will make them ready to enter formal education.
Subjects Covered:
D. Brown, V. Simmons, J. Methvin, S. Anderson, S. Boigon, & K. Davis. (1991). Jackson County Education Service District, Medford, OR. 480 pp.
This curriculum focuses on teaching preschoolers with visual and multiple impairments and parent-teacher partnership.
Subjects Covered:
E. Trief, Ed. (1992). Charles C. Thomas, Springfield, IL. 216 pp.
This book offers a curriculum model to early intervention programs providing services to visually impaired young children. It includes an extensive review of the literature with measurable behavioral objectives for each developmental level.
Subjects Covered:
B. Dominguez & J. Dominguez. (1991). American Foundation for the Blind, New York. 149 pp.
This book offers information about preschool programming for young children who are visually impaired. It provides information for parents and early childhood special educators and is presented in English and Spanish in the same volume.
Subjects Covered:
R. Pogrund, D. Fazzi, & J. Lampert. (1992). American Foundation for the Blind, New York. 147 pp.
This book contains edited summaries of presentations by a variety of speakers at a series of summer institutes. The editors added supplementary material to provide a comprehensive publication on early childhood visual impairment.
Subjects Covered:
L. Nielsen. (1993). SIKON, Copenhagen, Denmark. 168 pp.
This book reviews certain sequences of learning to help identify "the next step" in development and to determine "missing links" in sequences. Approaches and environmental adaptations that may facilitate learning are suggested.
Subjects Covered:
(1989). The Association for Persons with Severe Handicaps (TASH), Monmouth, OR. 38 pp.
This booklet offers practical information for helping children who are deafblind learn basic skills by sharing tried and true practices from families.
Subjects Covered:
D. Chen, C. T. Friedman, & G. Calvello. (1989). American Printing House for the Blind, Louisville, KY. 176 pp.
These materials were designed to facilitate parents' role as primary interventionists and to develop strategies which are ecologically valid and chronologically age appropriate. The Parent Assessment of Needs is an ecological inventory which helps parents identify home-base goals and assign priority to objectives for their infants. The Parent Observation Protocol is a flexibly structured format for videotaping parents and infants during home routines. The PAVII "How-To" papers on assessment are screening tools designed by parents, teachers, psychologists, and others involved in assessing visually impaired infants. The Art of Home Visiting discusses the roles and responsibilities of a home visitor and offers practical suggestions for a home visit. Getting Ready for School helps parents and program staff to evaluate program options for preschool programming.
Subjects Covered:
(n.d.). The Lighthouse, National Center for Vision and Child Development, New York. 14 pp.
This booklet discusses specific orientation and mobility skills and offers games and activity suggestions.
Subjects Covered:
L. Harrell & N. Akeson. (1987). American Foundation for the Blind, New York. 49 pp.
This book addresses the important issues related to visual development in infancy and provides information about various strategies to facilitate development.
Subjects Covered:
S.S. Simmons & S. OÕMara Maida. (n.d.). Blind Childrens Center, Los Angeles, CA. 25 pp.
The purpose of this booklet is to help parents of young children who are visually impaired or blind understand what orientation and mobility is and how they can influence the independence of their child.
Subjects Covered:
K. Ferrell. (1985). American Foundation for the Blind, New York.
Reach Out and Teach was written to give parents the information they need to raise their children with visual or multiple impairments. The materials consist of four parts: a parent handbook containing information on early child development with activities and ideas to be used in the home, a Reachbook or workbook to help parents keep track of their child's growth, a set of slide presentations, and a teacher's manual. The Parent Handbook (257 pp.) and the Reachbook (171 pp.) are companion volumes.
Subjects Covered:
L. Alsop (1993). SKI HI Institute, Department of Communicative Disorders, Utah State University, Logan, UT. 576 pp.
This resource manual contains information and activities and is a training curriculum written specifically for nonprofessional people who work with infants and young children with deafblindness and other handicapping conditions. It is designed to be used by paraprofessionals, parents, and other caregivers, but it can also be used by professionals who are involved in teaching and guiding nonprofessionals to work effectively with children with deafblindness.
Subjects Covered:
(1987). Obra Social of the Cabra de Pensiones, 1975 Rutgers Circle, East Lansing, MI. 44 pp.
This bilingual text for the early education of the blind child is for parents, pediatricians, teachers, and anyone who is involved with the first years of life. The goal of the text is to inform people about the principle aspects of the problem of infant blindness, and about activities recommended by professionals. The booklet covers prevention and then gives specific tips on caring for and stimulating a child at monthly developmental stages up to three years old.
Subjects Covered:
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