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Wall Emerson and Corn also pointed out that different university programs have different emphases and that there is a range of opinion regarding what constitutes orientation and mobility services for children and youth with visual impairments treatment 34690 diagnosis hydrea 500 mg on line. Using an expert Delphi technique administering medications 7th edition ebook discount hydrea 500 mg without prescription, Wall Emerson and Corn (2006) identified several components of an orientation and mobility curriculum for children and youth treatment 5ths disease generic 500mg hydrea overnight delivery. There is professional agreement that orientation and mobility begins in early childhood with · · sensory skills symptoms stomach flu generic hydrea 500 mg with visa, concept development, Page 51 of 219 · · motor development, and environmental awareness practiced in the home and community. This progresses to formal orientation and mobility training such as · · cane travel and street crossings (Anthony, Bleier, Fazzi, Kish, & Pogrund, 2002; Anthony, Lowry, Brown, & Hatton, 2004; Budd & La Grow, 2000; Dodson-Burk & Hill, 1989; Franks, 1974; Hill et al. Still, there is little empirical evidence supporting orientation and mobility instruction in the schools or identifying which instructional techniques work best for which children. Wright and colleagues (2010) conducted a literature synthesis of this research, but it was limited to the use of tactile maps and models. Berlб (1973) and Berlб and Murr (1975) examined scanning approaches and task time for tactile materials (particularly maps) and concluded that tactile materials should be as simple as possible with few background textures. The research literature is sparse, so most of the evidence is based on expert opinions. Although there is professional consensus regarding the expanded core curriculum, which includes orientation and mobility, there is emerging yet contradictory evidence that provision of the expanded core curriculum has any effect on student educational and postschool outcomes. Page 52 of 219 Literacy Literacy is the key to social and economic opportunity (Bell & Mino, 2013; Musgrove & Yudin, 2013; Rex, Koenig, Wormsley, & Baker, 1964; Ryles, 1996; Schroeder, 1996). Department of Education (Musgrove & Yudin, 2013) has specifically emphasized Braille literacy as an important factor in future employment. Education of students with visual impairments has always been about providing access to print or finding an alternative modality that will provide an equivalent quality and quantity of information. However, there has been general agreement that the quality and quantity of literacy experiences in both print and Braille must improve (Erickson & Hatton, 2007a, 2007b; McCall et al. Recommended practices for students of school age have included repeated readings, direct instruction in phonics, decoding morphemes, and exposure to a wide variety of reading genres (Erickson & Hatton, 2007a, 2007b; Legge, Madison, & Mansfield, 1999; McCall et al. As children mature over time, (a) the disparity in reading rates between children with and without visual impairments appears to grow wider (Corn et al. Erickson and Hatton (2007a) considered readiness, the concept that children must display certain prerequisite behaviors before being introduced to Braille or print, to be a myth. Erickson and Hatton (2007a, 2007b) and Legge and Page 53 of 219 colleagues (1999) suggested that age at introduction of Braille is correlated to faster Braille reading speed at school age. Limited evidence shows that both print and Braille experiences for infants and toddlers are best integrated into meaningful interactions with familiar adults (Erickson & Hatton, 2007a, 2007b) and that children themselves will indicate a preference for or demonstrate an efficiency with one modality as they mature (McCall et al. Working as a team, teachers and families of students with visual impairments can support language and concept development while giving attention to sensory input (Erickson, Hatton, Roy, Fox, & Renne, 2007). Koenig and Holbrook (2000c) and Murphy and colleagues (2008) have discussed a variety of early strategies. For students who are print readers, there is strong evidence that training in and use of low-vision devices increases oral comprehension, oral and silent reading speed, and the amount of total reading accomplished (Corn, Wall, & Bell, 2000; Corn et al. Older studies indicated that large print resulted in better overall performance in terms of reading rates, reading accuracy, and comprehension (Bock, 1971; Sykes, 1971). However, teaching children to use low-vision devices and other technology has been shown to provide optimal access to print (Corn & Koenig, 2002; Douglas et al. Magnifying technology is generally considered more effective than hard-copy enlarged print (Corn & Koenig, 2002; Douglas et al. Students who read print have been found to require regular and intensive assessment and intervention from trained and certified personnel in the effective use of functional-vision and low-vision devices (Bock, 1971; Cobb, 2008; Corn & Koenig, Page 54 of 219 2002; Douglas et al. Bosman, Gompel, Vervloed, and van Bon (2006) found that low vision affects the reading process quantitatively and not qualitatively. In addition, other studies have shown that a student whose visual condition incorporates a central visual-field defect requires greater support for early decoding skills (Erickson & Hatton, 2007a, 2007b; Gompel, Janssen, van Bon, & Schreuer, 2003; Legge, Rubin, Pelli, & Schleske, 1985; van Bon, Adriaansen, Gompel, & Kouwenberg, 2000). Another study by Douglas, Grimley, McLinden, and Watson (2004) suggested that low-vision readers may have a different reading strategy than children without visual impairments, although Corley and Pring (1993a, 1993b) concluded that low-vision readers resembled younger readers without visual impairments. Daily literacy instruction for young Braille readers is essential (Koenig & Holbrook, 2000a).
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Herndon to medicine man gallery cheap hydrea 500 mg overnight delivery Ward Hill Lamon medications resembling percocet 512 discount hydrea 500mg with amex, Springfield medicine hat 500 mg hydrea fast delivery, 25 February 1870 keratin smoothing treatment generic 500 mg hydrea mastercard, Lamon Papers, Huntington Library, San Marino, California. To a Norwich, Connecticut, minister who lauded his speech in that city, Lincoln said: "Certainly, I have had a most wonderful success, for a man of my limited education. Stringer, "The Lincoln Town," unpublished essay, 11, Stringer Papers, Lincoln Presidential Library, Springfield. Reminiscences of Horace Bumstead, Congregationalist and Christian World, 30 January 1913, 168. Barton, Worcester, Massachusetts, 3 October 1922, in a scrapbook marked "The Life of Lincoln, Vol. Nancy Hanks Lincoln may have provided her young son with love and support during his first nine years, but he evidently viewed her death as an act of abandonment. In later life, he seldom mentioned her; one of the few times he did so, in his letter to Eliza Browning about his love life, it was in unflattering terms. Lincoln, suffering from emotional malnutrition, thought himself unloved and unlovable. To compensate for the damage to his self-esteem, he sought in the political arena a surrogate form of the love and acceptance he had not found at home; by winning elections he would prove to himself that he was lovable. The "bitter agony" that Lincoln experienced as a nine-year-old in Indiana seems to have crippled his capacity for trusting and loving women lest they abandon him as his mother had done. Connelley likened Lincoln to a "man with a delicate nervous organization who had ambition and high aspirations, but who mistrusts his culture, his polish, his manner of appearance in the higher social circles. When Joshua Speed married, Lincoln told the newlyweds: "I feel som[e]what jealous of both of you now; you will be so exclusively concerned for one another, that I shall be forgotten entirely. In politics, his greatest anger was directed at former allies who had abandoned his party. A cousin of his law partner John Todd Stuart, she "came of a very clannish family, not only Scotch but Southern, both noted for clannishness. Katherine Helm, Mary, Wife of Lincoln, manuscript version, fragment not appearing in the published biography (Katherine Helm, the True Story of Mary, Wife of Lincoln [New York: Harper, 1928]), William H. On Mary Todd, see Stephen Berry, House of 521 Michael Burlingame Abraham Lincoln: A Life Vol. In Illinois, a surfeit of unmarried men so longed for mates that a transplanted Kentuckian, John J. Hardin, urged young women from his native state to migrate northward if they wanted husbands. Abraham Lincoln: A Study of Her Personality and Her Influence on Lincoln (New York: Alfred A. Norton, 1987); Ruth Painter Randall, Mary Lincoln: Biography of a Marriage (Boston: Little, Brown, 1953). Norris (nee Humphreys) to Emilie Todd Helm, Garden City, Kansas, 28 September 1895, Elizabeth L. Norris Papers, Lincoln Presidential Library, Springfield; Sarah Rickard, sister of Mrs. William Butler, interviewed by Nellie Crandall Sanford, Kansas City Star, 10 February 1907. Norris was the niece of Elizabeth Humphreys Todd and lived with the Todds while attending school in Lexington. It occurred to me that a considerable speculation might be made by a qualified person who would bring out a cargo of the ladies. Scott, Jacksonville, Illinois, 24 September 1830, in Helm, Mary, Wife of Lincoln, 69-70. Her "trenchant wit, affability, and candor pleased the young men not less than her culture and varied accomplishments impressed the older ones with whom she came in contact. Edwards encouraged the romance, for she "Knew he was a rising Man" and "desired Mary at first to Marry L[incoln]. Conkling to Mercy Levering, Springfield, 21 September 1840, Conkling Papers, Lincoln Presidential Library, Springfield.
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