This report examines, in the context of role-model analysis, why parents in India sometimes fail to assume appropriate roles in the rehabilitation of their visually impaired children. It describes the media—films, audiovisual materials, and literature—that are available to educate parents, and two direct training programs in rural villages which taught rehabilitation techniques to parents as well as to their children.
Get full access to this article
View all access options for this article.
References
1.
CarrolT. (1961). Blindness: What it is, what it does and how to live with it.Toronto: Little, Brown.
2.
MathurM.L. (1985). Social aggression: A case study of the visually handicapped.International Journal of Educational Sciences, 11, 65–75.
3.
MillerD.D. (1985). Reading comes naturally: A mother and her blind child's experiences.Journal of Visual Impairment & Blindness, 79, 1–4.
4.
NIVH. (1984). Parents and blind children (in Hindi). Dehradun, India: Author.
5.
NixonH.L.II (1988). Reassessing support groups for parents of visually impaired children.Journal of Visual Impairment & Blindness, 82, 271–278.
6.
SussmanM.B. (1969). Family structure, parent-child relationships and disablity. In GoldbergM.H., SwintonJ.R. (Eds.), Blindness research: The expanding frontiers.University Park, PA: Pennsylvania State University Press.
7.
ThompsonP.R. (1969). Parent-child relationships and visual loss. In GoldbergM.H., SwintonJ.R. (Eds.), Blindness research: The expanding frontiers.University Park, PA: Pennsylvania State University Press.
8.
UNICEF Regional Office for South Central Asia. (1983). National manual on childhood disability.New Delhi, India: Author.
