LEADER 03806nam 2200685 450 001 9910790295103321 005 20230529051619.0 010 $a1-4426-6472-X 024 7 $a10.3138/9781442664722 035 $a(CKB)2670000000181630 035 $a(OCoLC)779696027 035 $a(CaPaEBR)ebrary10512831 035 $a(SSID)ssj0000612236 035 $a(PQKBManifestationID)12235254 035 $a(PQKBTitleCode)TC0000612236 035 $a(PQKBWorkID)10673207 035 $a(PQKB)10363250 035 $a(CEL)436387 035 $a(CaBNVSL)slc00228265 035 $a(DE-B1597)513989 035 $a(OCoLC)1100452630 035 $a(DE-B1597)9781442664722 035 $a(Au-PeEL)EBL4669704 035 $a(CaPaEBR)ebr11256226 035 $a(OCoLC)958512032 035 $a(MdBmJHUP)musev2_106338 035 $a(VaAlCD)20.500.12592/jxfq4b 035 $a(MiAaPQ)EBC4669704 035 $a(EXLCZ)992670000000181630 100 $a20160921h19931993 uy 0 101 0 $aeng 135 $aurcn||||||a|| 181 $ctxt 182 $cc 183 $acr 200 10$aLiving and learning with blind children $ea guide for parents and teachers of visually impaired children /$fFelicity Harrison and Mary Crow 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d1993. 210 4$dİ1993 215 $a1 online resource (275 p.) 225 0 $aHeritage 311 $a0-8020-7700-5 311 $a0-8020-2826-8 320 $aIncludes bibliographical references and index. 327 $aExpectations and attitudes -- The early years and steps to independence -- The forty points -- Functional vision and creating visual interest -- practical learning experiences -- Action songs and chants -- Games and crafts -- Walks and story-telling -- Nursery school and kindergarten -- Preventive and remedial measures. 330 $aBlind 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. Felicity Harrison and Mary Crow, who have spent years working with blind children and their families, offer practical strategies for encouraging the blind child's development and interaction with his or her family and school community. The authors 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. 606 $aBlind children 606 $aChildren with visual disabilities 608 $aElectronic books. 615 0$aBlind children. 615 0$aChildren with visual disabilities. 676 $a362.7841 700 $aHarrison$b Felicity$01514648 702 $aCrow$b Mary, $4aut$4http://id.loc.gov/vocabulary/relators/aut. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790295103321 996 $aLiving and learning with blind children$93749952 997 $aUNINA