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Designed for anyone interested in low vision and vision rehabilitation, this volume reflects recent advances in practice, research, technology and design from international perspectives. The articles were selected from more than 750 presentations at the international conference Vision '99. Topics cover the life span and include low vision diagnosis and management, education and rehabilitation, mobility and environmental concerns, access issues of design, technology, the workplace, international models of rehabilitation/habilitation, psychosocial issues, family involvement and age-related vision loss as well as professional preparation of the vision-related workforce. Global and local public awareness strategies are included along with such special topics as multiple impairments, HIV/AIDS-related vision loss and planning and service-delivery issues.
This unequaled, all-encompassing collection of international programs on special education will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas.Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa, and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand, and other nations in the final section.More than 50 noted scholars have contributed to this important work, offering every involved student and practitioner an indispensable, detailed frame of reference in which to assess education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others.
Special needs children's caregivers must remember to put the Nature Nurture theory on his/her therapeutic table all the time. The needs of these children could be more than the regular children and most often they really are. These extra needs stem from delayed developmental milestones which leave special needs children quite often on the catching up road. It is therefore imperative on the caregiver to always be cognizant of child developmental characteristics in order not to jump or omit any further step thereby increasing and compounding the problems of these special needs children especially in Nigeria where earlier cultural stereotypes had left no sugary palatables as such for us to continue with until the 1970s per se. It is true that child care and special needs services ranged from individual family perspectives to policy developments and designs without implementation plans. Adequate needs and needs assessment of these children were not actually the focus. Therefore, individual ministries, parastatals, organisations and families were solely doing their own things. Sometimes clashes in approach and interpretation of these policies were unavoidable. Committees designed to be set up by governments to implement these policies failed to come into existence. Responsibilities and duties were duplicated and no specific duties were actually ascribed to any specific ministry or parastatals. As a result, the onus fell mainly on the Ministry of Education. For over 30 years later, because of the fundamental mistake made by not adequately setting out the implementation blueprint, actual implementation became a problem. This thirteen-chapter book will attempt to lay bare some of the teething problems facing services delivery package for special needs children/youths in Nigeria.
Volume numbers determined from Scope of the guidelines, p. 12-13.