Visual Impairment and Blindness Resources

These resources cover the basics of visual impairment and blindness, covering the causes, as well as definitions of professional and medical terminology, descriptions of vision examination procedures, simulations, statistics, and recommendations for protecting the eyes and vision. This section also includes information on support groups for parents, families, and consumers, along with advice for environmental adaptations and tips for living with blindness and visual impairment.

For educational resources, please visit the sections grouped under Teaching Resources.

Another useful list of reminders for behaving with consideration when interacting socially.

Source: Vision Australia

The articles in this section offer a wealth of information on alternate methods of communication, including symbol systems, schedules, and sign language.

Source: FamilyConnect for Parents of Children with Visual Impairments

This assessment tool is designed to pinpoint exactly how a child is currently communicating and to assist in creating communication goals. This user-friendly online version is aimed at parents whose children have severe multiple disabilities. Available in Spanish, Chinese, Russian, Korean, Vietnamese, and Czech.

A discussion of community-based rehabilitation, a description of projects in Uganda, and recommendations that are applicable to projects in other locations. Also available in PDF.

Source: Community Eye Health Journal

Organizational recommendations based on the experience of Sight Savers International in India; also available as a PDF.

Source: Community Eye Health Journal

The necessity of understanding and integrating local culture into community-based rehabilitation programs. Also available in PDF.

Source: Community Eye Health Journal

This leading journal is dedicated to global vision health; downloadable articles from back issues in English, Chinese, Spanish, Portuguese, and French. There is also an Indian Supplement.

This chapter from Sustainable Development and Persons with Disabilities: The Process of Self-Empowerment introduces community-based rehabilitation and assesses its possibilities and limitations.

Source: Africa Development Forum

This overview of community-based rehabilitation has links to related documents, including a matrix for designing a CBR strategy.

Source: World Health Organization (WHO)

This 98-page guide helps program managers assess the local situation and create policies and programs. (PDF not accessible to screen readers)

Source: World Health Organization (WHO)

Education of students with visual impairment in three types of programs in India: residential schools, semi-integrated, and integrated education.

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

An explanation of the elements of an eye examination and what the specialist is evaluating.

Source: American Optometric Association

Project SPARKLE describes the three types of concepts (concrete, semi-concrete, and abstract) and general strategies to assist children who are deafblind in concept development; includes a glossary and links to resources.

Source: Project SPARKLE

Sue Elan Holmes writes "about her experience with the Little Room, and what the Active Learning approach has meant for her son, Jimmy."

Source: Future Reflections, 2006, National Federation of the Blind (NFB)

This article offers advice to parents exploring preschool services for their children with visual impairments.

Source: FamilyConnect

Author/educator Barbara Miles offers strategies for making connections with students who are deafblind, encouraging speakers to put the elements of conversation into a tactile mode.

Source: Perkins eLearning Webcasts

Practical suggestions for seniors address grocery shopping, setting the table, safety, serving food, and eating out; includes a video on kitchen activities.

Source: VisionAware

Includes articles, bibliographies and Internet resources.

Source: National Consortium on Deaf-Blindness (NCDB)

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