These materials are from the archive of the SSC Website and may be outdated.

 

University of Edinburgh
 

Promoting social inclusion of pupils with visual impairment in
mainstream schools in Scotland

References

Arter, C., Mason, H.,L., McCall, S., McLinden, M., Stone, J. 1999 Children with Visual Impairment in Mainstream Settings. London: David Fulton Publishers.

Blunkett, D (1995) On a clear day. London: Michael O’Mara Books Ltd

Brandenburg, S. (1995) Social Skills: Luxury or Necessity? (unpublished lecture) Sensis Centre, Grave, Netherlands.
Carey K. (2001) Editorial. British Journal of Visual Impairment. Vol 19: 1

Harrison, F., & Crow, M. 1993 Living and Learning with Blind Children. London: University of Toronto Press
Ferrell, K.A. (1996) Your Child’s Development in Holbrook M. C.(ed) Children with Visual Impairments. A Parents Guide. USA: Woodbine House Inc.

Kekelis, L.S. (1992) Peer interactions in childhood: the impact of visual impairment in Sacks, Z.L. & Silberman, R.K. (1998) (ed) Educating students who have visual impairments with other disabilities. London: Paul Brookes Publishing

Langley, B. (1996) Daily Life in Holbrook M. C.(ed) Children with Visual Impairments. A Parents Guide. USA: Woodbine House Inc.

Lewis. V., Collis. G.M. (1997) (ed) Blindness and psychological development in young children. Leicester: BPS Books

MacCuspie, A. (1992) The social acceptance and interaction of visually impaired children in integrated settings in Sacks, Z.L., Keklis, L.S., Gaylord-Ross, R.J. (ed) The development of social skills by blind and visually impaired students. New York: AFB Press

Morris, J. (2001) Social Exclusion and young disabled people with high levels of support needs. Critical Social Policy Vol 21:2 pp161-183

Pelligrini, A.D., Blatchford, P. (2000) The Child at School. Interactions with peers and teachers. London: Arnold.

Riddell, S. & Banks, P. (2001) Disability in Scotland: A Baseline Study. Disability Rights Commission Scotland Office: Glasgow

RNIB (2000a)Shaping the future (summary report). London: RNIB

RNIB (2001b) Shaping the future. The educational experiences of 5 to 16 year-old blind and partially sighted children and young people. London: RNIB

RNIB (2001c) Shaping the future. The social life and leisure activities of blind and partially sighted children and young people aged 5 to 25. London: RNIB

RNIB (2001d) Shaping the future. The health and wellbeing of blind and partially sighted children and young people aged 5 t0 25. London: RNIB

Rosenblum L.P. (2000) Perceptions of the impact of visual impairment on the lives of adolescents. Journal of visual impairment and blindness. July 2000 pp434-445.

Sacks, Z.L., Keklis, L.S., Gaylord-Ross, R.J. 1992 (ed) The development of social skills by blind and visually impaired students. New York: AFB Press

Save The Children (2001) Re:action consultation toolkit. Edinburgh: Save The Children Scotland.

SSC (2001) Self Evaluation by Peripatetic Sensory Services. Edinburgh: SSC (http://www.ssc.mhie.ac.uk/resources/general/selfeval.html)

Scottish Executive (2000) The Structure and Balance of the Curriculum. Edinburgh: Teaching & Learning Scotland

Scottish Executive (2000a) Educating the whole child: Personal and Social Development in Primary Schools and the Primary Stages of Special School. HM Inspectors of Schools
(http://www.scotland.gov.uk/library2/doc15/ewc-01.asp)

Scottish Executive (2001) Assessing our children’s educational needs. The way forward (consultation document). Scottish Executive: Edinburgh.

Scottish Office (SOEID) 1998 Taking a closer look at promoting social competence. Edinburgh: The Scottish Office Education and Industry Department

Scottish Parliament (2001) Report on Inquiry into Special Educational Needs.
(http://www.scottish.parliament.uk/)

VISSCC (2001) Kids Together Club. Visability No 34 pp21-22

Stockley, J. (1994) Teaching social skills to visually impaired students. The British Journal of Visual Impairment Vol 12 No 1 pp11-15

Vaughn, S. & Schumm, J.S. (1996) Classroom Ecologies in Speece, D.L., Keogh, B.K. (ed) Research on classroom ecologies. Implications for inclusion of children with learning disabilities. New Jersey: Lawrence Erlbaum Associates.