In encouraging mobility instructors to evaluate aspects of their procedure, a simple controlled comparison is presented as an example. Two matched groups, each o f six blind 8 and 9 year olds, initially comparable on the Cratty and Sams test of body image, were assigned to either training or control conditions. The individuals in the training group received two periods of extra training in concepts basic to mobility; and the control or compared group received no extra training. Significant improvements were demonstrated, not only in these specific concepts but also on the general body image test when their scores were compared with those of the control group.
This paper reports on a study designed to evaluate whether or not the relationship between body image and spatial skills, generally assumed to be fundamental, does in fact exist Using both the Cratty and Sams (1968) test, and a modification of it, we found no relationship between spatial skills and either overall body image or any of its components.
Improving the quality of life of young blind children can, In many cases, be brought about by relatively straightforward changes, these need not depend upon high technology nor upon a high input of time from teachers or parents This article presents an evaluation of two techniques designed to overcome two major obstacles which may be preventing the young child from achieving his or her potential These obstacles are the tendency of the child to veer off the Intended course and, In some children, the lack of confidence which impedes exploration and travel
The study's objective was to test ways of predicting how efficiently visually impaired children will learn travel skills. A criteria checklist of spatial skills was developed for close-body space, local space, and geographical/travel space Interrelationships between these skills were studied. A comparison was made between predictors of efficient learning including subjective ratings of teachers, personal qualities and factors of children studied, and ratings of individual spatial skills.
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