06 3012405004818 Ciaco scrl onixsuitesupport@onixsuite.com 20260516T1657Z eng

COM.ONIXSUITE.9782875589927 03 02 i6doc 01 SKU 100789 02 287558992X 03 9782875589927 15 9782875589927 02 01 00 BC 00 01 9.45 in 02 6.69 in 08 5.89 oz 01 24 cm 02 17 cm 08 167 gr BE 10 02 8 01 02 Sensorialités 01 01 First steps with a visually impaired person Toolbox 03 01 Premiers pas avec une personne déficiente visuelle Boîte à outils 1 B01 01 Onixsuite Contributor ID 20444 Anne Bragard Bragard, Anne Anne Bragard 2 B06 fre eng 01 Onixsuite Contributor ID 18786 Marcel Crochet Crochet, Marcel Marcel Crochet Marcel Crochet est membre associé de l'Académie royale des sciences de Belgique. Il fut doyen de la Faculté des sciences appliquées de 1994 à 1995 et recteur de l’UCL de 1995 à 2004. 01 eng 02 fre 00 90 03 10 EDU000000 10 EDU026000 10 EDU026040 12 JN 12 JNSC2 29 2012 3143 Psychologie de l'éducation 29 2012 3144 Psychologie de l'apprentissage 24 Psychologie et éducation 01 06 03 00 Blindness and low vision lead to a set of consequences in everyday life and require various adaptations so that visual impaired persons grow in a secure, rich and appropriate environment. This brochure, realized by field professionals from the Royal Institute for Deaf and Blind specialized in the support of visually impaired persons, should be considered as a toolbox offering the basis for the first steps with a visually impaired person. Theoretical and practical elements are addressed throughout the reading in order to help professionals who care for these persons in daily reality from an educational point of view as well as on rehabilitation and academic skills. This book is English translation from an initial French version. With the contribution of Gwénola Amyot, Anne Bické, Stéphanie Cassel, Régine Gréant, Dr Christine Kestens, Valérie Leloup, Pierre Muraille, Ana Navarro, Anne-Françoise Rens, Cécile Sermon, Damien Talbot, Ariane Van Luchene, Damienne Vernier 02 00 This brochure, realized by field professionals from the Royal Institute for Deaf and Blind specialized in the support of visually impaired persons, should be considered as a toolbox offering the basis for the first steps with a visually impaired person. 04 00 WHAT IS VISUAL IMPAIRMENT? ..................................................... 7 INTRODUCTION ............................................................................ 9 1. The functioning of the vision .................................................................... 9 2. Refraction disorders ................................................................................ 12 3. Various aspects of the visual function ..................................................... 14 4. Definition of the visual impairment ........................................................ 17 5. Various types of visual impairment ......................................................... 17 5.1. Blurred vision .......................................................................................... 18 5.2. Reduced peripheral vision ....................................................................... 19 5.3. Reduced central vision ............................................................................ 20 5.4. Vision with multiple scotomas ................................................................. 21 5.5. Reduced visual field of cerebral origin ................................................... 22 6. Compensatory strategies used by visually impaired persons .................. 23 6.1. The other perceptive modalities .............................................................. 24 6.2. The cognitive strategies ........................................................................... 25 THE ADAPTATIONS ..................................................................... 27 1. How to adapt one's behavior facing a visually impaired person ............ 31 2. How to adapt an activity .......................................................................... 32 3. Daily life activities .................................................................................. 33 88 Fi rs t s teps wi th a visual ly impai red pers on 3.1. Hygiene .................................................................................................... 33 3.2. How to put away one’s clothes ................................................................ 34 3.3. Laundry and pressing .............................................................................. 34 3.4. Shopping .................................................................................................. 34 3.5. Meals ....................................................................................................... 35 3.6. Preparing meals ...................................................................................... 36 4. Movements .............................................................................................. 38 4.1. Security .................................................................................................... 38 4.2. Orientation .............................................................................................. 39 5. Adaptations of the environment .............................................................. 40 5.1. Well-structured and tidied up space ........................................................ 40 5.2. An accessible signage .............................................................................. 41 5.3. An adapted lighting ................................................................................. 43 5.4. Obstacles and ridges detectable via visual and tactile sense .................. 43 6. Optical, technical and computer aids ...................................................... 47 6.1. Optical aids ............................................................................................. 48 6.2. Technical aids .......................................................................................... 50 6.3. Computer aids ......................................................................................... 52 7. Reading and writing ................................................................................ 56 7.1. The means of compensation and adaptation for the visually impaired person ...................................................................................................... 56 7.2. Compensation and adaptation ways for blind and severely impaired persons ..................................................................................................... 59 8. Mathematics ............................................................................................ 64 8.1. Preschool/kindergarten primary education ............................................. 66 8.2. Basic primary education .......................................................................... 66 8.3. Secondary school education .................................................................... 70 9. Adapted leisure activities ........................................................................ 75 9.1. The adapted game .................................................................................... 75 9.2. Tactile books ............................................................................................ 77 9.3. Adapted sport........................................................................................... 78 9.4. Cinema ..................................................................................................... 79 Table of contents 89 SUGGESTIONS TO GO FURTHER… ............................................... 81 1. Interesting websites ................................................................................. 81 2. Reading suggestions ................................................................................ 82 TABLE OF CONTENTS ................................................................. 87 16 00 La collection « Sensorialités » a pour objectif de rendre accessibles les résultats de la recherche sur les déficiences sensorielles, auditives ou visuelles. Elle s'adresse tant aux théoriciens qu'aux praticiens. 17 00 La collection « Sensorialités » a pour objectif de rendre accessibles les résultats de la recherche sur les déficiences sensorielles, auditives ou visuelles. Elle s'adresse tant aux théoriciens qu'aux praticiens, auxquels elle propose une synthèse des outils et des réflexions en la matière, à l’échelle de la Francophonie. Elle s’appuie notamment sur les travaux de la Chaire UCL-IRSA en déficiences sensorielles et troubles de l’apprentissage, via la Fondation Louvain. Directeurs de la collection : Mariane Frenay, UCL, et Réginald Beyaert, IRSA 01 00 03 02 01 D502 02 2840 03 1988 06 c363f734758078920700c5582fa4a7a2 07 282870 https://i6doc.com/resources/titles/28001108115630/images/20bcff97cc5fb24cbe58ebb037401bd9/HIGHQ/9782875589927.jpg 17 20200922T1012Z 02 01 D502 02 179 03 125 06 1bac957f2bdbe9b11b6dac5446d24997 07 17444 https://i6doc.com/resources/titles/28001108115630/images/20bcff97cc5fb24cbe58ebb037401bd9/THUMBNAIL/9782875589927.jpg 17 20200922T1012Z 06 00 03 02 01 D501 https://i6doc.com/resources/collections/708/images/708L.gif 09 00 03 02 01 D502 https://i6doc.com/resources/publishers/35.jpg 10 00 03 02 01 D503 https://i6doc.com/resources/publishers/73.png 06 3052405007518 Presses universitaires de Louvain 01 01 Dilicom PULOUVAIN 06 3052405007518 Presses universitaires de Louvain 01 Presses universitaires de Louvain http://pul.uclouvain.be/ 04 Presses universitaires de Louvain Louvain-la-Neuve BE 04 01 20200918 11 20200918 20 20170929 02 WORLD 02 01 GCOI 28001108115630 06 03 9782875589934 WORLD 04 03 06 3012405004818 CIACO - DUC 33 www.i6doc.com http://www.i6doc.com 01 2 20 1 02 00 02 02 STD 02 18.00 01 R 6.00 16.98 1.02 EUR