Short-term placements of children with visual impairments in residential schools for the visually impaired are a viable solution to the difficulties these children experience in regular classrooms in their local schools. This article discusses the duration, goals, implementation, and evaluation of these placements, as well as administrative considerations and factors that are critical for their success, and describes the programs at a residential school in Atlantic Canada.
Get full access to this article
View all access options for this article.
References
1.
HatlenP.H., & CurryS.A. (1987). In support of specialized programs for blind and visually impaired children: The impact of vision loss on learning.Journal of Visual Impairment & Blindness, 81, 7–13.
2.
MacCuspieP.A. (1990). The social acceptance and interaction of integrated visually impaired children. Unpublished doctoral dissertation, Dalhousie UniversityHalifax, Nova Scotia.
3.
FreyW., LynchL., JakerwerthR., & PurcellR. (1992). Addressing the unique educational needs of individuals with disabilities: An outcome based approach.Lansing, MI: Disability Research Systems, Inc. Statistics Canada (1992). 1991 census.Ottawa: Author.
