Are You Blind?
ISBN: 87 503 8270 -5
1990, 112 pages paperback
Deals with visually impaired autistic children which the author characterises as especially developmentally threatened and describes an education method which, over a period of 20 years, has shown to be of benefit to these children's emotional, motor, communicative and social development.
Ways of establishing contact in normal as well as in multiply handicalled children are outlined. Special problems in blind especially developmentally threatened children are discussed and the structure of the educational method is presented.
The fundamental thesis of the method is to establish environments where the children's functional and emotional development can be closely related.
Perceptualizing Aids Why, how and when?
Options for therapy for children with multiple disabilities with or without visual impairment. A video for parents, teachers, nursery teachers and therapists.
On the basis of many years of work with disabled children. Lilli has developed specific perceptualising aids which allow and encourage the development of children with visual, physical and/or mental disabilities. These perceptualising aids give children the opportunity of active learning, step by step on their own initiative, in other words, to acquire experiences themselves, develop their own personalities and gain a degree of independence.
Three important aids are presented in this video: HOPSA-dress, Support Bench and Essef Board. This video illustrates why, how and when these perceptualising aids are used in practice, as well as how to use them correctly.
This video is particularly suitable for working with:
- children and young people with cerebral motor disorders
- children and young people with multiple disabilities
- children and young people with visual, physical and/or mental impairment
But it also provides ideas for working with disabled adults.
Space and Self
ISBN 87 503 9566 1
1992, 112 pages paperback
"Since I am unable to come to the room, the room must come to me"
Space and Self deals with the development of early spatial relations and how the visually impaired child or the child handicapped in other ways can achieve spatial relations through the use of the "Little Room" , a piece of equipment the author designed in 1982.
The thoretical statement of what spatial relations mean in regard to the development of self-identification is linked to a detailed description of how the Little Room should be equipped in order to give the handicapped child optimal opportunities to achieve spatial relations, sensory integration and object concept through his own activity.
HOPSA-dress and Square Hammock are available from:
Funksjonssenteret, Postboks 92, Nyborg, 5871 BERGEN, Norway
Telephone: +47 55 39 20 80
Fax: +47 55 39 20 90
Essef Board, Support Bench are available from:
LH-Verkstan, Kraftgatan 8, 77633 HEDEMORA, Sweden
Telephone: +46 22 53 44 97
Fax: +46 22 53 44 96
Multi-functional Activity Table is available from:
Touch, Humboldtstrasse 33, D-22083 HAMBURG, Germany
Telephone: +40 227 9632
Fax: +40 227 567 81