In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper…

The majority of orally educated children with hearing loss are receiving their schooling in inclusive settings. Nevertheless, there is little recent research examining their integration experiences. A series of 10 focus groups with young people with hearing loss, their parents and itinerant teachers of deaf and hard of hearing students were used…

THIS ADMINISTRATIVE OUTLINE OF THE PARTIALLY SEEING PROGRAM IN LAKE COUNTY, ILLINOIS, PRESENTS THE DUTIES AND RESPONSIBILITIES OF THE TWO ITINERANT TEACHERS AND THEIR IMMEDIATE SUPERVISORS. THE PROGRAM'S PHILOSOPHY, GOALS, HISTORY AND PLACEMENT IN THE COUNTY'S ORGANIZATIONAL STRUCTURE IS PRESENTED. THE ITINERANT TEACHER'S ADMINISTRATIVE…

This sourcebook contains advice for the regular classroom teacher who plans to receive a visually impaired child into his or her class. It specifically emphasizes development of positive teacher attitudes. Its style is a combination of narrative exposition and imaginary dialogue between an elementary grade teacher and her school's itinerant…

The importance of providing adequate support systems in educating the visually impaired (VI) child is explored in this sourcebook. It is presented as a guide for the regular classroom teacher. It explains the evolution of various contemporary support systems, pros and cons of various placement systems, and problems of ineffective support systems…

Describes the Israeli program, Support for Children Confined by Illness (TLALIM), which uses audiotapes, videotapes, and personal computers to enable sick children to keep up with their school work. The characteristics of persons needed to teach sick children and an outline of the teacher training program are given. (KRN)

Suggestions are made in this sourcebook for adapting teaching strategies and curriculum materials in social studies to accomodate the needs of the visually impaired (VI) student. It is presented in eight chapters. Chapter one explains why elementary grade social studies, with its emphasis on visual media, presents difficulties for VI children.…

Information in this pamphlet will enable regular classroom teachers to plan for accepting visually impaired children into their classes. It specifically reviews elements of the planning process, appropriate goals for the child, roles of the regular teacher and resource teacher, and special materials and classroom strategies. Opening chapters…