ERIC Number: ED317012
Record Type: Non-Journal
Publication Date: 1987-Nov-11
Reference Count: N/A
The Cortically Blind Infant: Educational Guidelines and Suggestions.
Cortical blindness is defined and its diagnosis is explained. Guidelines and sample activities are presented for use in a cognitive/visual/multi-sensory stimulation program to produce progress in cortically blind infants. The importance of using the eyes from birth through early development in order to form the nerve pathways responsible for visual perception is stressed. It is also emphasized that a child's visual skills can never be greater than his or her overall mental ability. In order for progress to be made in visual stimulation, three elements are necessary: a capacity for memory, a way for the child to signal a definite response, and motivation. General guidelines are offered to teachers and parents to develop infant visual skills in the areas of awareness and fixation, following and tracking, and cognitive/visual skills. Cognitive/visual skills involve recognition of familiar people, things, and events; anticipation of routine events; development of behaviors that produce changes in the child's environment; and memory for things and people not present. Includes 16 references. (JDD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Parents; Practitioners
Authoring Institution: Education Service Center Region 20, San Antonio, TX.