| Title |
Author |
| I
wanna hold your hand - not any more. A look at increasing independence
of pupils in Visual Impairment support units in Dundee, Scotland. |
Karren Huzzey; Dundee City Council (United
Kingdom) |
| Identifying
favourable factors for inclusion of Braille reading students in
mainstream settings - a case study |
Kim de Verdier; National Agency for Special Needs
Education and Schools (Sweden) |
| Teachers'
experiences of Braille reading students' participation and activity in
mainstream settings - a complete survey |
Kim de Verdier; National Agency for Special Needs
Education and Schools (Sweden) |
| A
Case Study of a Bilingual Braillist |
Jil Timothy; Cyngor Sir Ddinbych/Denbighshire LEA
(United Kingdom) |
| A
Journey to Excellence for Children and Young People who are Blind and
Visually Impaired |
Mary Dallas; RNIB Scotland (United Kingdom) |
| A
Scottish perspective on developing an holistic educational provision
for children with profound and complex needs: The Journey to Excellence
in Oaklands School, Edinburgh. |
irene scullion; oaklands school (United Kingdom) |
| Advantages
and disadvantages of education of people with visual impairment in
"retrograde integration" |
Eva Tihanyi; Foundation Light of The World
(Hungary) |
| Assesment
of functional vision of physically disabled students |
Inkeri Miinalainen; Ruskeasuo School (Finland) |
| Blind
teen-ager students' expectations |
Nathalie Lewi-Dumont; INS HEA /MoDyCo (France) |
| BrailleStudio
- Developing braille activities for children and adults to learn braille |
Eric Quartel de; Bartiméus (Netherlands) |
| BrailleStudio
– making learning braille fun |
Eric Quartel de; Bartiméus (Netherlands) |
| Bridging
the gap between teaching and researching in the field of visual
impairment |
Vassilis Argyropoulos; University of Thessaly
(Greece) |
| Bringing
new possibilities to tactile and 3D educational materials through the
use of RFID technology |
Dick Lunenborg; Bartiméus (Netherlands) |
| Cerebral
visual impairment (CVI) in children at school age |
Joke Luyten; Centrum Ganspoel (Belgium) |
| Developing
and implementing a curriculum for children with deafblindness/
multisensory impairment |
ANDREA HATHAZI; BABES-BOLYAI UNIVERSITY CLUJ
NAPOCA (Romania) |
| Developing,
preserving and exchanging knowledge and experiences, a necessary
challenge anno 2009: The value of working together within supported and
diverse networks. |
Tine Van den Wouwer; KMPI Spermalie (Belgium) |
| Development
of web-based educational software for visually impaired pupils |
Henk Snetselaar; Bartiméus (Netherlands) |
| Developments
in Wales: Training professionals working with children and young people
with Visual Impairment. |
EIRLYS LAMB; University of Wales Newport (United
Kingdom) |
| Digital
development: E-Learning. A tool to support the education of people with
visual impairment |
Teresa Corbella; ONCE (Spain) |
| Educational
Programme for children with multi-impairment |
Geert W. van Delden; Royal Visio (Netherlands) |
| Embracing
Change: developing staff competence in responding to diversity,
equality and inclusion needs of clients with visual impairment |
Terry Forristal-Bissett; St Josephs Centre for
the Visually Impaired (Ireland) |
| Gentle
Teaching – a non aversive approach to visually impaired children and
youth with challenging behaviours and their staff – keeping the highest
ethical standards |
Tanja Stevns; Synscenter Refsnæs (Denmark) |
| How
to teach blind children reading of tactile drawings – needs of students
and teacher approaches |
Joanna Witczak-Nowotna; Academy of Special
Education in Warsaw (Poland) |
| Challenges
of Alternative Format Provision. The National Braille Production Centre
of Ireland from 2000-2008 and its Future Development |
Ilka Stäglin; St. Joseph's Centre for the
Visually Impaired (Ireland) |
| Including
Blind Musicians in the Classroom, Studio and Stage |
William R. McCann; Dancing Dots Braille Music
Tech. (United States) |
| Individual
programs improving handwriting skills and decoding of letters as an
efficient tool for itinerant and classroom teacher in developing
integration in Poland. |
Joanna Witczak-Nowotna; The Maria Grzegorzewska
Academy of Special Education in Warsaw (Poland) |
| Integration
in a Changing Europe - time for an update? |
Patricia Fraser; Quantum Technology UK Ltd
(United Kingdom) |
| Jumping
Letters: Blind children of different language communities can now learn
to read with fun. |
Ricardo Rosas; Catholic University Chile (Chile) |
| Let
me do it my way! Facilitating independent play for young people with
complex learning needs and restricted physical movement |
Mary Lee; Royal Blind School (United Kingdom) |
| Modern
European languages through tactile graphics |
Boguslaw MAREK; THe John Paul II Catholic
Univrsity of Lublin (Poland) |
| Museum
and visually impaired people - a place of adaptation, education and
sensibilization |
Zeljka Bosnar Salihagic; Typhlological Museum
(Croatia) |
| Orientation
and mobility of persons with visual impairment in Czech Republic in
context of evolving Europe |
Veronika Ruzickova; Palacky University (Czech
Republic) |
| Partners
in Learning: developing internet-based training for teaching assistants
|
Rory Cobb; Royal National Institute of Blind
People (United Kingdom) |
| Peculiarities
and perspectives of the process of socialization of children in the
school for blind and visually impaired |
Natalia Belyakova; Moskow school for blind and
visually impeared children (Russian Federation) |
| Perceptions
of change in the field of support for school age children and new
perspectives concerning special institutes and professionals. French
approaching |
THIBAULT Catherine ; Institut Montéclair (France) |
| Planning
Assessment and Teaching within the ICF-CY Framework |
Lea Hyvarinen; University of Helsinki (Finland) |
| 'Playing
with Food' - evaluating the first three years |
Audrey Darby; st josephs centre for the visually
impaired (Ireland) |
| Power
in Professional Cooperation New National Service Network for Special
Needs Education in Finland |
Tarja Hännikäinen; School for the Visually
Impaired in Jyväskylä (Finland) |
| Providing
high quality examination papers in accessible formats |
Rory Cobb; Royal National Institute of Blind
People (United Kingdom) |
| Psyhomotorical
skills of visually impaired children in relation to the type of eye
impairment |
Mira Oberman Babic; Faculty of Education and
Rehabilitation (Bosnia And Herzegovina) |
| Psychogenic
blindness |
Sytske Brandenburg; Sensis (Netherlands) |
| Relationship
between visual perception and functional visual questionnaire in
children with low vision |
Songül Atasavun Uysal; Hacettepe University
(Turkey) |
| RoboBraille
– Braille Unlimited |
Lars Ballieu Christensen; Synscenter Refsnæs
(Denmark) |
| Secure
attachment relationships and the effect on exploratory behaviour during
psychotherapy for visually and severe intellectually impaired children. |
Paula Sterkenburg; VU University &
Bartiméus (Netherlands) |
| Social
competences as a new focus for working with visually impaired children
and youth |
Elsebeth Mortensen; Synscentre Refsnæs (Denmark) |
| Tactile
encoding and its role in higher education |
Karolina Stehlikova; Masaryk University (Czech
Republic) |
| Teaching
Visually Impaired at High School |
Ivan Antov; Gymnazium a SOS pro zrakove postizene
(Czech Republic) |
| Technological
challenges for inclusion in a changing Europe |
Elena Gaston; ONCE (Spain) |
| Telling
meeting |
Tove Soderqvist Dunkers; National Agency for
Special Needs Education and Schools (Sweden) |
| The
Braille phenomenon in a sighted environment - Seven life world stories |
Catharina Johansson; National Agency of Special
Needs Education and schools (Sweden) |
| The
Electronic Bag Or The Work Numeric Space For The Students Visually
Impaired At School |
christine clemencon; IRSA -Centre Peyrelongue
(France) |
| The
hidden sides of integration |
Ligita Geida; Strazdumuiza Residential Secondary
School- Training Center for Visually Impaired and Blind Children
(Latvia) |
| The
need for international collaboration in a changing world of
globalization, mainstreaming, integration and equal opportunities |
Lars Ballieu Christensen, Synscenter Refsnæs
(Denmark) |
| The
position of visually impaired people in Serbia and possibilities for
inclusive education |
Aleksandra Grbovic and Branka Jablan; Faculty of Special Education
and Rehabilitation (Serbia) |
| New
tendencies in the education and rehabilitation of children with visual
impairment |
Branka Jablan and Aleksandra Grbovic; Faculty of
Special Education and Rehabilitation (Serbia) |
| The
problems of non-understanding of low vision. |
Branka Eskirovic; Faculty of Special Education
and Rehabilitation University of Belgrade (Serbia) |
| The
Work of First Regional Inclusive Centre in Serbia |
Tihomir Nikolic; (Serbia) |
| Title:
'Blindingly Beautiful' |
Annette Oude Luttikhuis; Bartiméus (Netherlands) |
| Vision
for Work - promoting confidence and independence for future life |
Nicola Crews; RNIB Cymru (United Kingdom) |
| Working
with People with a Visual Impairment: Designing and Implementing an
Innovative Certificate Programme |
Mary Bennett; Royal National College for the
Blind (United Kingdom) |
| Working
with tactile graphics and IVEO [PPT] |
Dorine in 't Veld; ViewPlus Technologies
(Netherlands) |
| Exploring
Social Worlds: evaluating and contextualising a pilot research project
into the way a group of young Irish people who are multiply disabled
visually impaired develop and sustain social interaction within their
peer group. |
James Forbes; St. Joseph's Centre for the
Visually Impaired (Ireland) |
| ‘Thinking
outside the box’ - Developing an effective transition matrix for school
leavers with a visual impairment and additional disabilities. |
Iain Prain, Royal Blind School (United Kingdom) |
| Developing
National Standards, training courses and qualifications for
habilitation professionals training children with visual needs in
England: The Mobility21 Project. |
Karl Wall; Institute of Education, University of
London (United Kingdom) |
| Why
we should reconsider developing a competence model of qualifications
for teachers of children with vision impairment? |
Janis Sugden; Royal Institute for Deaf and Blind
Children (Australia) |
| Suggestions
for the Development Educational Provision for Children with Multiple
Disabilities and Visual Impairments in Greece: Learning from Provision
in the United Kingdom. |
Athanasios Koutsoklenis; University of Macedonia
(Greece) |
| Is
there still a role for designated visual impairment (VI) schools in the
21st Century? |
olga miller; Institute of Education, University
of London (United Kingdom) |
| The
Organization Of The School For Visually Impaired Pupils Veljko
Ramadanovic |
Radmila Laban; The school for the visually
impaired pupils "Veljko Ramadanovic", Zemun (Serbia) |
| When
lines have no ends - A child with a specific visual processing disorder |
Renate Walthes; Technical University od Dortmund
(Germany) |
| Comparison
of reading speed between visually handicapped children and sighted peers |
Songül Atasavun Uysal; Hacettepe University
(Turkey) |
