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JVIB: Journal of Visual Impairment and Blindness


Año 2009. Número 103 (4)

Orientation & Mobility: Does Knowledge of Spatial Configuration in Adults with Visual Impairments Improve with Tactile Exposure to a Small-scale Model of Their Urban Environment?
Delphine Picard and René Pry
This study assessed the efficiency of a model of a familiar urban area for enhancing knowledge of the spatial environment by adults with visual impairments. It found a significant improvement in knowledge of spatial configuration after exposure to the model, suggesting that models are powerful means of developing cognitive mapping in people who are visually impaired.
Assistive Technology: Effectiveness of Assistive Technologies for Low Vision Rehabilitation: A Systematic Review
Jeffrey W. Jutai, J. Graham Strong, and Elizabeth Russell-Minda
A systematic review of all types of assistive devices indicated the need for more research related to performance measurements and the effectiveness of vision rehabilitation devices.
A Study of Multifunctional Document Centers That Are Accessible to People Who Are Visually Impaired
Lee A. Huffman, Mark M. Uslan, Darren M. Burton, and Caesar Eghtesadi
Funding for this project was provided by the Teubert Foundation and the U.S. Department of Labor, Employment and Training Administration. The authors acknowledge the assistance provided by Thomas E. Wilson, Ph.D., of the Department of Physics and Physical Science at Marshall University, and Marshall University intern Morgan Blubaugh.
Filling the Gaps for Indoor Wayfinding
David A. Ross and Gary W. Kelly
The Effect of an Educational Program for Persons with Macular Degeneration: A Pilot Study
Theresa Marie Smith, Kimberly Thomas, and Katherine Dow
Practice Report: Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind
Amy R. McKenzie
The use of current assessment results is an essential part of the Individualized Education Program (IEP) process for students with disabilities. The results of assessments allow the IEP team to write accurate statements of present levels of performance and thus student-centered goals and objectives. For students with visual impairments, including students with deaf-blindness, three key assessments are performed: the functional vision assessment, the learning media assessment, and the expanded core curriculum assessment. For students who are deaf-blind, specialized assessment and instructional techniques are necessary because of the unique impact of a dual sensory impairment.
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