Augestad L.B., Jiang L. (2015). Physical activity, physical fitness, and body composition among children and young adults with visual impairments: a systematic review. „British Journal of Visual Impairment”, 3 (33), s. 167–182.
DOI: https://doi.org/10.1177/0264619615599813
Google Scholar
Ball E.M., Nicole C.A. (2015). Changing what it means to be „normal”: A grounded theory study of the mobility choices of people who are blind or have low vision. „Journal of Visual Impairment and Blindness”, 4 (109), s. 291–301.
DOI: https://doi.org/10.1177/0145482X1510900405
Google Scholar
Beal C.R., Rosenblum L.P. (2015). Use of an accessible iPad app and supplemental graphics to build mathematics skills: feasibility study results. „Journal of Visual Impairment and Blindness”, 5 (109), s. 383–394.
Google Scholar
Browder D., Ahlgrim-Delzell L., Spooner F., Mims P.J., Baker J.N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. „Exceptional Children”, 75, s. 343–364.
DOI: https://doi.org/10.1177/001440290907500305
Google Scholar
Campbell A.F. (2011). Sarah’s story: using the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE). „Journal of Visual Impairment and Blindness”, 3 (105), s. 138–141.
DOI: https://doi.org/10.1177/0145482X1110500307
Google Scholar
Chiu Y.-T., Image of teaching assistants participating in science camps for visual impairments. 14th Biennial Conference International Association of Special Education’s (IASE) „New dimensions toward education, advocacy, and collaboration for individuals with special needs”, 21–25 lipca 2015 r., Dolnośląska Szkoła Wyższa, Wrocław.
Google Scholar
Cooper J.O., Heron T.E., Heward W.L. (2007). Applied behavior analysis. Wyd. drugie. Upper Saddle River, NJ: Prentice Hall.
Google Scholar
D’Andrea M.F (2012). Preferences and practices among students who read Braille and use assistive technology. „Journal of Visual Impairment and Blindness”, 10 (106), s. 585–596.
DOI: https://doi.org/10.1177/0145482X1210601003
Google Scholar
D’Aurizio V.R. (2011). I-M-ABLE: A path way to literacy. „Journal of Visual Impairment and Blindness”, 3 (105), s. 141–143.
DOI: https://doi.org/10.1177/0145482X1110500308
Google Scholar
DePountis V.M., Pogrund R.L., Griffin-Shirley N., Lan W.Y. (2015). Technologies used in the study of advanced mathematics by students who are visually impaired in classrooms: teachers’ perspectives. „Journal of Visual Impairment and Blindness”, 4 (109), s. 265–278.
DOI: https://doi.org/10.1177/0145482X1510900403
Google Scholar
Farrow K.R. (2015). Using a group approach to motivate adults to learn Braille. „Journal of Visual Impairment and Blindness”, 4 (109), s. 318–321.
DOI: https://doi.org/10.1177/0145482X1510900408
Google Scholar
Giesen J.M., Cavenaugh B.S., McDonnall M.C. (2012). Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: a multilevel modeling approach. „International Journal of Special Education”, 27 (1), s. 17–26.
Google Scholar
Graven T. (2015). How blind individuals discriminate Braille characters: an identification and comparison of three discrimination strategies. „British Journal of Visual Impairment”, 2, s. 80–95.
DOI: https://doi.org/10.1177/0264619615571137
Google Scholar
Haegele J.A. (2015). Promoting leisure-time physical activity for students with visual impairments using generalization tactics. „Journal of Visual Impairment and Blindness”, 4 (109), s. 322–326.
DOI: https://doi.org/10.1177/0145482X1510900409
Google Scholar
Haegele J.A., Lieberman L.J., Lepore M., Lepore-Stevens M. (2014). A service delivery model for physical activity in students with visual impairments: camp abilities. „Journal of Visual Impairment and Blindness”, 6 (108), s. 473–483.
DOI: https://doi.org/10.1177/0145482X1410800604
Google Scholar
Haegele J.A., Porretta D.L. (2015). Validation of a talking pedometer for adolescents with visual impairments in free-living conditions. „Journal of Visual Impairment and Blindness”, 3 (109), s. 219–223.
DOI: https://doi.org/10.1177/0145482X1510900306
Google Scholar
Hejnicka-Bezwińska T. (2008). Pedagogika ogólna. Warszawa: WAiP.
Google Scholar
Herzberg T.S., Rosenblum L.P. (2014). Print to Braille: Preparation and accuracy of mathematics materials in K-12 education. „Journal of Visual Impairment and Blindness”, 5 (108), s. 355–367.
DOI: https://doi.org/10.1177/0145482X1410800502
Google Scholar
Holbrook E.A., Caputo J.L., Perry T.L., Fuller D.K., Morgan D.W. (2009). Physical activity, body composition, and perceived quality of life of adults with visual impairment. „Journal of Visual Impairment and Blindness”, 1 (103), s. 17–29.
DOI: https://doi.org/10.1177/0145482X0910300104
Google Scholar
Hooper J.D., Ivy S.E., Hatton D.D. (2014). Using constant time delay to teach braille word recognition. „Journal of Visual Impairment and Blindness”, 2 (108), s. 107–121.
DOI: https://doi.org/10.1177/0145482X1410800203
Google Scholar
Ivy S.E., Hatton D.D. (2015). Teaching skill acquisition to individuals with blindness: a systematic review of response prompting procedures. W: Hatton D.D. (red.). International review of research in developmental disabilities: current issues in the education of students with visual impairments, t. 46. Burlington, VT: Elsevier Academic Press.
Google Scholar
Ivy S.E., Hooper J.D. (2015). Using constant time delay to teach braille and Nemeth code to students transitioning from print to braille. „Journal of Visual Impairment and Blindness”, 5 (109), s. 343–358.
Google Scholar
Kim D.S., Emerson R.W. (2014). Effect of cane technique on obstacle detection with the long cane. „Journal of Visual Impairment and Blindness”, 4 (108), s. 335–340.
Google Scholar
Koutsoklenis A., Papadopoulos K. (2015). Haptic cues used for outdoor wayfinding by individuals with visual impairments. „Journal of Visual Impairment and Blindness”, 1 (108), s. 43–53.
Google Scholar
Kriemler S., Meyer U., Martin E., Van Sluijs E.M.F., Andersen L.B., Martin B.W. (2011). Effects of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update. „British Journal of Sports Medicine”, 45 (11), s. 923–930.
DOI: https://doi.org/10.1136/bjsports-2011-090186
Google Scholar
Sadowska D., Krzepota J. (2015). Assessment of hysical activity of people with visual impairments and individuals who are sighted using the international physical activity questionnaire and actigraph. „Journal of Visual Impairment and Blindness”, 2 (109), s. 119–129.
Google Scholar
Kuczyńska-Kwapisz J. (2004). Nowe trendy w tyflopedagogice – prace naukowo-badawcze i publikacje. „Szkoła Specjalna”, nr 1, s. 32–36.
Google Scholar
Kuczyńska-Kwapisz J. (red.). (1996). Rehabilitacja niewidomych i słabowidzących. Tendencje współczesne. Warszawa: CMPP-P MEN.
Google Scholar
Lahav O., Schloerb D.W., Srinivasan M.A. (2015). Orientation and mobility skills and outcome expectations as predictors of employment for young adults with visual impairments. „Journal of Visual Impairment and Blindness”, 1 (109), s. 5–16.
Google Scholar
Lieberman L.J., MacVicar J.M. (2003). Play and recreational habits of youths who are deaf-blind. „Journal of Visual Impairment and Blindness”, 12 (97), s. 755–768.
DOI: https://doi.org/10.1177/0145482X0309701203
Google Scholar
Łobacz E. (2004). Światowe tendencje w edukacji i rehabilitacji osób z dysfunkcją wzroku. W: Zabłocki K.J., Gorajewska D. (red.). Pedagogika specjalna – kontynuacja tradycji dla przyszłości. Warszawa: Wydawnictwo APS.
Google Scholar
Łobacz E. (2006). Współczesne tendencje w edukacji i rehabilitacji osób niepełnosprawnych wzrokowo. „Szkoła Specjalna”, nr 5, s. 362–372.
Google Scholar
McMillan J. (2015). A student success story through the use of an Individualized Meaning-centered Approach to Braille Literacy (I-M-ABLE). „Journal of Visual Impairment and Blindness”, 1 (109), s. 56–60.
DOI: https://doi.org/10.1177/0145482X1510900108
Google Scholar
Munster M., Weaver E., Lieberman L., Arndt K. (2015). Physical education and visual impairment: collaborative communication for effective inclusion. „Journal of Visual Impairment and Blindness”, 3 (109), s. 231–237.
DOI: https://doi.org/10.1177/0145482X1510900309
Google Scholar
Nepomuceno G.M., Decker D.M., Shaw J.D., Boves L., Tantillo D.J., Wedler H.B. (2016). The value of safety and practicality: recommendations for training disabled students in the sciences with a focus on blind and visually impaired students in chemistry laboratories. „Journal of Chemical Health and Safety”, 23 (1), s. 5–11.
DOI: https://doi.org/10.1016/j.jchas.2015.02.003
Google Scholar
Oshima K., Arai T., Ichihara S., Nakano Y. (2014). Tactile sensitivity and braille reading in people with early blindness and late blindness. „Journal of Visual Impairment and Blindness”, 2 (108), s. 122–131.
DOI: https://doi.org/10.1177/0145482X1410800204
Google Scholar
Reynaga-Peña C. (2015a). A microscopic world at the touch: learning biology with novel 2.5D and 3D tactile models. „Journal of Blindness Innovation and Research”, nr 1, dostępny na: https://nfb.org/images/nfb/publications/jbir/jbir15/jbir050103.html (otwarty 15.02.2016).
DOI: https://doi.org/10.5241/5-54
Google Scholar
Reynaga-Peña C. (2015b), Teaching biology to students with visual impairments using three-dimensional tactile auditory models. 14th Biennial Conference International Association of Special Education’s (IASE) „New dimensions toward education, advocacy, and collaboration for individuals with special needs”, 21–25 lipca 2015 r., Dolnośląska Szkoła Wyższa, Wrocław.
Google Scholar
Rosenblum L.P., Herzberg T.S. (2015). Braille and tactile graphics: youths with visual impairments share their experiences. „Journal of Visual Impairment and Blindness”, 3 (109), s. 73–184.
DOI: https://doi.org/10.1177/0145482X1510900302
Google Scholar
Rosołek B., Gawlik K. (2013). Poziom aktywności fizycznej osób z dysfunkcją narządu wzroku a zagrożenia chorobami cywilizacyjnymi – przegląd literatury. „Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu”, nr 42, s. 103–108.
Google Scholar
Siu Y.-T., Morash V.S. (2014). Teachers of students with visual impairments and their use of assistive technology: measuring the proficiency of teachers and their identification with a community of practice. „Journal of Visual Impairment and Blindness”, 5 (108), s. 384–398.
Google Scholar
Smith D.W., Kelley P., Maushak N.J., Griffin-Shirley N., Lan W.Y. (2009). Assistive technology competencies for teachers of students with visual impairments. „Journal of Visual Impairment and Blindness”, 8 (103), s. 457–469.
DOI: https://doi.org/10.1177/0145482X0910300804
Google Scholar
Smith D.L, Penrod W.M. (2010). Adaptive technology for orientation and mobility. W: Wiener W.R., Welsh R.L, Blash B.B. (red.). Foundations of orientation and mobility. Wyd. 3, t. 1. History and Theory. New York: AFB Press.
Google Scholar
Śmiechowska-Petrovskij E. (w druku). Teaching L. Braille system – new challenges and strategies. W: Krawiecka K., Śmiechowska-Petrovskij E., Tempczyk-Nagórka Ż. (red.). Aspects of psychosocial functioning of persons with disabilities. Warszawa: Wydawnictwo UKSW.
Google Scholar
Wild T.A., Hilson M.F., Farrand K. (2014). Preparing for an inquiry-based summer camp experience for students with visual impairments: what do the campers think? „Journal of Blindness Innovation and Research”, nr 2, dostępny na: https://nfb.org/images/nfb/publications/jbir/jbir14/jbir040201.html (otwarty 15.02.2016).
Google Scholar
Wormsley D.P. (2011). A theoretical rationale for using the individualized meaning-centered approach to braille literacy education with students who have mild to moderate cognitive disabilities. „Journal of Visual Impairment and Blindness”, 3 (105), s. 145–156.
DOI: https://doi.org/10.1177/0145482X1110500309
Google Scholar
Zebehazy K.T., Wilton A.P. (2014a). Charting success: the experience of teachers of students with visual impairments in promoting student use of graphics. „Journal of Visual Impairment and Blindness”, 4 (108), s. 263–274.
DOI: https://doi.org/10.1177/0145482X1410800402
Google Scholar
Zebehazy K.T., Wilton A.P. (2014b). Quality, importance, and instruction: The perspectives of teachers of students with visual impairments on graphics use by students. „Journal of Visual Impairment and Blindness”, 1 (108), s. 5–16.
DOI: https://doi.org/10.1177/0145482X1410800102
Google Scholar
Zebehazy K.T., Wilton A.P. (2014c). Straight from the source: perceptions of students with visual impairments about graphic use. „Journal of Visual Impairment and Blindness”, 4 (108), s. 275–286.
DOI: https://doi.org/10.1177/0145482X1410800403
Google Scholar
Zhou L., Parker A.T., Smith D.W., Griffen-Shirley N. (2011). Assistive technology for students with visual impairments: challenges and needs in teachers’ preparation programs and practice. „Journal of Visual Impairment and Blindness”, 4 (105), s. 197–210.
DOI: https://doi.org/10.1177/0145482X1110500402
Google Scholar