I Once Could See, But Now I'm Blind - Softcover

9781449074340: I Once Could See, But Now I'm Blind
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There are many issues that come to the forefront while reading biographies and autobiographies of people who are blind either from birth or later in life. Some of these are: The blind now have talking computers, reading machines, talking books, and other forms of technology to improve life. The blind enjoy listening to people's description of thing and touching things when allowed. Guide dogs for the blind provide more independence, safety, and a beautiful companion. The blind must put all their faith in the dog and let this guide lead the way to where you want to go. Using a white cane with red tip can open a whole new world of independence and freedom. The radio is a special friend for the blind. Unlike television, radio depends totally on the spoken word to relate world events. Schools for the blind are very important because they normally have special training devices available, i.e. raised globes, touch museums, stuffed animals and other items with special features for the blind. Enhanced sensory capability of a blind person is not automatic but must be developed through hard work. Bind mannerisms need to be discouraged, but can be over emphasized as a negative stigma and affect a child's self esteem. Face vision or echo locating needs to be capitalized upon. The blind eye orbit appearance should be corrected during childhood. Dancing classes help improve coordination and balance, and builds self- confidence. Most children should attend a school for the blind because every child has the same opportunity to participate in games, academics and social endeavors. These are only samples of special issues concerning people who are blind found in this book on adventitiously blind people and also the book I Have Never Seen, blind from Infancy about congenitally blind people.

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About the Author:
William F. Cavitt was born July 13, 1940, in Corning, Arkansas, a small town in the northeastern part of the state. His family was tenant farmers who worked very hard. Bill did not like farm work so at the age of 15 he ran off and joined the U.S. Navy. In the navy he progressed through the enlisted ranks very rapidly to Master Chief Petty Officer (E-9), working primarily on top secret projects. While serving on a small patrol boat in Vietnam, he became interested in education. Having dropped out of school in the 10th grade he was required to complete his high school through the General Education and Development (GED) program. Bill received his high school diploma from Bremington College Adult High School, Bremington, Washington, even though he has never been there. While serving in Hawaii he entered Chaminade College of Honolulu where he received a Bachelors of General Studies in Sociology and Psychology. Upon being transferred to Pensacola, Florida he entered the University of West Florida where he received his Masters Degree in Psychology. Bill retired from the navy at the age of 35 and shortly thereafter he started his doctoral program. He was awarded his doctors degree in Education, concentrating on Educational Psychology (primarily in Instructional Systems Design and Development using computer technology).As an Education Specialist and Education Psychologist with the Federal Government, Bill was responsible for the design and development of various highly technological instructional programs. He served as the Deputy Director of Navy Technical Training at the Chief of Naval Education and Training, Pensacola, Florida where he was in charge of about 70 program managers of instructional systems. After retiring from the Department of Defense, Bill taught Psychology at Darton College, a small two year college in Albany, Ga. He truly loved his teaching experience at Darton, but the illness and eventual death of his

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  • PublisherAuthorHouse
  • Publication date2010
  • ISBN 10 1449074340
  • ISBN 13 9781449074340
  • BindingPaperback
  • Number of pages144

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Book Description Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - There are many issues that come to the forefront while reading biographies and autobiographies of people who are blind either from birth or later in life. Some of these are: The blind now have talking computers, reading machines, talking books, and other forms of technology to improve life. The blind enjoy listening to people's description of thing and touching things when allowed. Guide dogs for the blind provide more independence, safety, and a beautiful companion. The blind must put all their faith in the dog and let this guide lead the way to where you want to go. Using a white cane with red tip can open a whole new world of independence and freedom. The radio is a special friend for the blind. Unlike television, radio depends totally on the spoken word to relate world events. Schools for the blind are very important because they normally have special training devices available, i.e. raised globes, touch museums, stuffed animals and other items with special features for the blind. Enhanced sensory capability of a blind person is not automatic but must be developed through hard work. Bind mannerisms need to be discouraged, but can be over emphasized as a negative stigma and affect a child's self esteem. Face vision or echo locating needs to be capitalized upon. The blind eye orbit appearance should be corrected during childhood. Dancing classes help improve coordination and balance, and builds self- confidence. Most children should attend a school for the blind because every child has the same opportunity to participate in games, academics and social endeavors. These are only samples of special issues concerning people who are blind found in this book on adventitiously blind people and also the book I Have Never Seen, blind from Infancy about congenitally blind people. Seller Inventory # 9781449074340

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