Social Studies Resources

In this section, teachers will find practical suggestions for making geography and social studies accessible for students who are blind or visually impaired. Included are tips for the classroom, ideas for activities, and techniques to adapt lessons and materials.

This 159-page handbook of organizational guidelines by W. Aubrey Webson “is designed for people in developing countries who work with organizations of and for the blind and visually impaired. … with an emphasis on the inclusion of blind people in all aspects of their organizations.”

Source: World Blind Union (WBU)

This article describes the history of teaching geography and the use of tactile maps and globes in the education of students who are blind or visually impaired.

Source: Perkins History Museum, Perkins School for the Blind

Slovenian teacher Roman Brvar outlines considerations for teaching geography to students with a visual impairment, including educational materials and teaching methods.

Source: International Council for Education of People with Visual Impairment (ICEVI)

Organized by grade level, the topics include the Amazon, Mexico, Gaza, Okavango, Tarantulas, the White House, and Wildlife Refuges.

Source: National Geographic Society

The 6-foot relief globe in the Perkins History Museum was made for the school's students in 1837, and may be the oldest such globe in the United States.

Source: Perkins History Museum, Perkins School for the Blind

Addresses issues such as family involvement, mobilizing communities, fund-raising, and service evaluation.

Source: Enabling Education Network

Using these practical suggestions will make historical site visits meaningful to students who are blind and visually impaired. Tactile representations, audio recordings, and the use of large print are discussed.

Source: English Heritage

This 256-page manual presents a wide range of information on community-based rehabilitation, from theory to implementation. Chapters are downloaded separately. Appendices include sample forms and course curricula for training of field workers and master trainers.

Source: Blind People’s Association (India)
Gladys Allen Brigham Community Center: Girls Incorporated
Pittsfield, Massachusetts
413-442-5174 ext. 17
 
Source: BRIGHAM Center

NCSS is the largest American association devoted solely to social studies education.

General guidelines for developing programs for students with visual impairment and additional disabilities, including deafblindness. Includes background information, the range of service delivery options, Indian disability legislation, resources for teacher training, and sample forms.

Source: Voice and Vision (India)

Brazilian trainers share their expertise in “Professionals and Parents--Partners in Habilitation and Rehabilitation of Visually Impaired Children: A Successful Experience”; in Portuguese.

Source: International Council for the Education of People with Visual Impairment (ICEVI)

This guide identifies the challenges faced by students doing fieldwork in geography, and suggests strategies for overcoming them. Included is advice on note taking, handouts, and the use of maps and other graphics.

Source: Geography Discipline Network

Promoting the hiring of workers with blindness or visual impairment by changing the attitudes of employers.

Source: Pancyprian Organization of the Blind

An investigation of the relationship between academic self-esteem and educational achievement in two types of educational settings in India.

Source: International Council for the Education of People with Visual Impairment (ICEVI)

Polish teachers discuss the role of residential schools in teaching activities of daily living and other functional skills.

Source: International Council for the Education of People with Visual Impairment (ICEVI)

The main challenges of providing services for children with visual impairments and additional disabilities in Nepal.

Source: International Council for the Education of People with Visual Impairment (ICEVI)

This is an annotated resource list of materials for teaching social studies to students who are blind and visually impaired.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Scroll down to Chapter 45. This chapter from David Werner’s book, Disabled Village Children, describes two models of rehabilitation and offers suggestions to help community members organize themselves; also in Spanish.

Source: Hesperian Foundation

Offering the most recent data, this is "your one-stop source for statistical facts, figures, and resources about Americans with vision loss," including visual impairment prevalence, population estimates, mobility, children's use of braille, computer use, marital status, employment and educational attainment. State by state prevalence statistics can be found here.

Source: American Foundation for the Blind (AFB)

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