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In 1876, Bennett George Johns, a minister and chaplain at the school for the blind in St George's Field, published Blind People: Their Works and Ways; with Sketches of the Lives of Some Famous Blind Men. The book provided a window into the lives of the blind in Victorian England, with an emphasis on their education—or lack thereof. Johns was an observer of the blind and sympathetic to their plight. His depictions of schools were dispassionate, yet gently argued for improvement. Rather than rely on pity, he emphasized the benefits of institutionalized life and recounted the extraordinary achievements of four blind men. The creation of heroic historical figures had traditionally been employed to venerate political, military, or religious personages. Its use in shaping public perception of blindness was novel. This paper explores Johns's book as an early example of the innocent, myth-building of the blind and considers whether the process is always harmless. [ABSTRACT FROM AUTHOR]

In this themed issue of Paedagogica Historica, editors Pieter Verstraete, Maria Romeiras, and Carlos Manique aim to merge the flourishing fields of disability history and the history of education. Despite past initiatives like the 2005 special issue on disability and education and the 34th ISCHE conference in 2012, these fields have largely remained separate. This issue presents three articles that intersect these domains, capitalising on recent historiographical evolutions. Both fields share activist origins, with the history of education emerging in the 19th century and disability history in the late 20th century. Recent trends in disability history, such as non-Western perspectives and renewed interest in institutional histories, align with the new cultural history of education. The included articles exemplify this synergy by exploring the architecture of French deaf institutions, tactile reading systems in East Asia, and the Perkins Institute for the Blind. This collection underscores the potential of integrating these research fields. [ABSTRACT FROM AUTHOR]

This article takes as its point of departure an incident in which Helen Keller was accused of plagiarising a short story while residing at the Perkins Institution for the Blind: the so-called "Frost King" incident. Keller's guilt or innocence is not the subject of my inquiry. Rather, how did the culture of Perkins – as fostered by its first two directors, Samuel Gridley Howe and Michael Anagnos – help create the conditions for the incident to transpire? I consider this question in light of the visibility of Perkins as an institution in 1892. From its inception, Perkins courted the public, both to raise funds and to garner sympathy more generally for blind students. This meant that the directors were acutely sensitive to the power of public opinion to affect the health of the institution. Caught between Perkins's administrators and the public were the students themselves. More broadly, this article seeks to historicise the Perkins Institution, as a product of nineteenth-century American progress, specifically the project of universal, secular education, tinged with Protestant perfectibility. At the same time, it both imbibed and trafficked in Romantic tropes of blind exceptionalism: that at least some blind individuals were possessed of prophetic, inner vision. [ABSTRACT FROM AUTHOR]

This study investigated the different activities and distinctive roles undertaken by the 67 schools for the blind across Japan. A qualitative content analysis based on primary sources, including annual reports published by the Association of Principals of Schools for the Blind from 2011 to 2020 was conducted. From the identified activities, two themes: "activities targeted to individuals with visual impairment" and "activities targeted to environment of individuals with visual impairment," with nine total categories emerged. Several findings of this study corroborated those from previous research. However, this research elucidates how Japanese schools for the blind approach crucial elements needed in ensuring equal access to education and social participation for all students with visual impairment (VI) including those in mainstream classrooms. The findings highlight the complexity of the debate surrounding segregated schools in this era of inclusion and calls on policy makers and school administrators to adopt a more nuanced understanding of the roles these schools play in supporting inclusive education. [ABSTRACT FROM AUTHOR]

Purpose: To assess the need for spectacles and low-vision aids (LVA) in students attending schools for the blind and study their compliance with use. Methods: Comprehensive ocular evaluation was performed using a hand-held slit lamp and ophthalmoscope. Vision acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart for distance, as well as for near. Spectacles and LVAs were dispensed after refraction and LVA trial. Follow-up was performed to assess the vision using the LV Prasad Functional Vision Questionnaire (LVP-FVQ) along with compliance with use after 6 months. Results: Of the 456 students examined from six schools, 188 (41.2%) were female; 147 (32.2%) were

Purpose: To assess the need for spectacles and low-vision aids (LVA) in students attending schools for the blind and study their compliance with use. Methods: Comprehensive ocular evaluation was performed using a hand-held slit lamp and ophthalmoscope. Vision acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart for distance, as well as for near. Spectacles and LVAs were dispensed after refraction and LVA trial. Follow-up was performed to assess the vision using the LV Prasad Functional Vision Questionnaire (LVP-FVQ) along with compliance with use after 6 months. Results: Of the 456 students examined from six schools, 188 (41.2%) were female; 147 (32.2%) were <10 years of age. In all, 362 (79.4%) were blind since birth. The students dispensed only LVAs were 25 (5.5%), only spectacles were 55 (12.1%), and both spectacle and LVAs were 10 (2.2%). The vision improved using LVAs in 26 (5.7%) and using spectacles in 64 (9.6%). There was a significant improvement in LVP-FVQ scores (P < 0.001). Also, 68/90 students were available for follow-up, of whom 43 (63.2%) were compliant to use. Causes of not wearing spectacles or LVA in 25 were left somewhere or lost 13 (52%), broken 3 (12%), uncomfortable to use 6 (24%), not interested to use 2 (8%), and got operated 1 (4%). Conclusion: Although the dispensing of LVA and spectacles improved the visual acuity and vision function of 90/456 (19.7%) students, nearly a third were not using them after 6 months. Efforts need to be taken to improve the compliance of use. [ABSTRACT FROM AUTHOR]

Purpose: Assistive technology (AT) has recently received considerable attention around the world. Studies have shown poor access to assistive technology for visual impairment (ATVI) in schools for the blind in India. The present article aimed at designing a school-based model to improve AT access in schools and provide hands-on training, and identify types of ocular morbidities present among students. Methods: The vision rehabilitation (VR) team of a tertiary eye-care center visited schools for the blind as a part of community-based VR services. The team conducted a basic eye examination and assessed best-corrected vision acuity (BCVA) and provided VR services. Furthermore, two schools were selected to establish an ATVI learning center as a pilot model. Results: In total, 1887 students were registered for VR and obtained their disability certificates in 2019-20. Retina problems (25.7%), globe abnormalities (25.5%), optic nerve atrophy (13.6%), and squint (12.0%) were common ocular problems identified in students. Around 50.3% of students had BCVA3 1/60 in the better eye who would be benefited from visual-based AT, and the remaining students with visual substitution AT. Further, 20.8% of them who had near vision between N18 to N24 would be benefitted from large print books. Two schools were provided ATVI with support from the WHO. Familiarization, demonstration, and initial training for ATVI were carried out. Conclusion: A sizable number of the students would be benefitted from visual-based AT apart from visual substitutions AT. Students were interested to have such ATVI centers in the school for academic and non-academic skills development. [ABSTRACT FROM AUTHOR]

Purpose: To determine the causes of severe visual impairment and blindness in children in schools for the blind in the city of Bangalore, Karnataka and to determine the error of inclusion and exclusion from these schools. Methods: This was a cross-sectional study. Children in four schools for the blind were subjected to a detailed ophthalmic evaluation. The World Health Organization Program for Prevention of Blindness low-vision form was used to collect data. To know the educational background of children with visual disability of 40% or more (best-corrected visual acuity of ≤6/24 in the better eye), not in schools for the blind, we collected data by telephonic conversation after procuring their phone numbers from our low-vision clinic. Results: One-hundred-seventy-eight children were examined. The major site of anomaly causing blindness in 31% of children was optic nerve, followed by retina (24%), cornea (23%), and whole globe (22%). Avoidable blindness was 35.42%. Thirteen percent of the children with no visual disability were incorrectly enrolled in blind schools. We were able to contact 92 children with a visual disability of ≥40%. Seventy-eight children (84.78%) attended regular schools; these schools were bereft of a specially trained teacher to look after the needs of the blind. Conclusion: Avoidable blindness is still a cause for concern. Children should undergo eye-examination before being enrolled in schools for the blind to avoid errors of inclusion. Though integrated education for children with vision disability is a good approach, it requires teachers trained in teaching skills particular to blindness. Education for the visually impaired in India needs a major revision.

Introduction: This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods: This research used qualitative interviews with school administrators, staff members, and teachers at four schools for blind students in the United States. A constant comparison model was used to analyze common themes and trends within the data collected, allowing us to capture the voiced experiences of the interviewees. Results: All schools included in this research have built the capacity to serve a wide range of students with visual impairments through both on-campus programs and outreach services. To provide high-quality services, the on-campus programs and the outreach services embraced symbiosis with one another. In parallel to this effort, schools focused on building partnerships with districts and helped build capacity through indirect services. Discussion: Underlying ideologies within schools for blind students were the value of inclusion, belief in every student receiving a quality education, and aspiration towards schools for blind students to stay relevant in an era of inclusion. Schools were led by individuals who possessed inspirational and strategic thinking. Implications for Practitioners: This research documents the effective ways specialized schools for blind students are relevant in an era of inclusion, documenting the importance of creating new paths within traditional programs. This research outlines successful practices and ideologies that can be implemented by specialized schools, while acknowledging traditional on-campus programming combined with inclusive outreach models to create sustainable programming for all students with visual impairments throughout a state. [ABSTRACT FROM AUTHOR]

Purpose: To identify children with low vision from two local schools for the blind, to provide low vision devices (LVD) to those who may benefit from it, and to encourage them to learn print. Methods: A prospective study was conducted among children from two local schools for the blind. Best-corrected visual acuity (BCVA) was done using the Snellen chart. Children with BCVA of counting finger (CF) 1/2 meter or more in the better eye underwent low vision assessment. Distant vision was assessed using the Feinbloom chart and near vision was assessed using the Lea symbol chart. Low vision devices (LVD) were prescribed as required. Results: Among 185 children enrolled, 31 children had BCVA of >CF ½ meter. Using a telescope, distant vision was better than 3/36 in 48.4%, 3/36–3/12 in 16.2%, and 3/9.5 to 3/3 in 35.4%. Among 23 children who read 1M at

Students with visual loss may benefit from assistive technology (AT) for their educational activities. To understand the barriers faced in using ATs by students who have heard of ATs and reported needing them, but were not using (acquainted students), at schools for the blind in Delhi. Two hundred and fifty students were selected randomly from ten schools for the blind in Delhi and screened for presenting and pinhole binocular distance vision using a modified 'E' chart and multiple pinhole occluder. Students were divided into two groups; 1/60 or better vision (likely to benefit from vision-based AT) and <1/60 vision, (likely to benefit from tactile/sound-based AT). Awareness of, and need for, ATs was investigated for each student with a questionnaire. Then information on barriers to using AT was obtained from students who knew about AT, felt they needed AT, but were not using them. This information was collected for a total of 42 ATs. The three most requested tactile/sound-based ATs for the 250 students were talking watch, Braille typewriter and audio format. The three most requested vision-based ATs in 69 (27.6%) students who had presenting or pinhole visual acuity less than 6/18 to 1/60 were near optical magnifiers, electronic magnifiers and large keyboard for computer. Non-availability of ATs in schools was the most common perceived barrier (43% of overall responses), followed by economic constraints (20% of responses). Non-availability or limited possession of ATs and financial constraints were the major barriers to use of ATs among students. Students with visual disability face many challenges in accessing assistive technology for their education learning, especially in low middle-income countries. Non-availability and limited possession of assistive technology by schools for the blind are main barriers in the study. School authorities must recognize their responsibility to ensure assistive technology (academic and non-academic related, visual and non-visual based) are made accessible for their students with adequate quantity. Future studies should focus on all school age children in the community rather than focusing on school going children. [ABSTRACT FROM AUTHOR]

Purpose: To determine the causes of severe visual impairment and blindness in children in schools for the blind in the city of Bangalore, Karnataka and to determine the error of inclusion and exclusion from these schools.Methods: This was a cross-sectional study. Children in four schools for the blind were subjected to a detailed ophthalmic evaluation. The World Health Organization Program for Prevention of Blindness low-vision form was used to collect data. To know the educational background of children with visual disability of 40% or more (best-corrected visual acuity of ≤6/24 in the better eye), not in schools for the blind, we collected data by telephonic conversation after procuring their phone numbers from our low-vision clinic.Results: One-hundred-seventy-eight children were examined. The major site of anomaly causing blindness in 31% of children was optic nerve, followed by retina (24%), cornea (23%), and whole globe (22%). Avoidable blindness was 35.42%. Thirteen percent of the children with no visual disability were incorrectly enrolled in blind schools. We were able to contact 92 children with a visual disability of ≥40%. Seventy-eight children (84.78%) attended regular schools; these schools were bereft of a specially trained teacher to look after the needs of the blind.Conclusion: Avoidable blindness is still a cause for concern. Children should undergo eye-examination before being enrolled in schools for the blind to avoid errors of inclusion. Though integrated education for children with vision disability is a good approach, it requires teachers trained in teaching skills particular to blindness. Education for the visually impaired in India needs a major revision. [ABSTRACT FROM AUTHOR]

Purpose: To assess major causes of severe visual impairment (SVI)/blindness (BL) in children studying in schools for the blind in western Uttar Pradesh, India and the extent of inappropriate enrolment of children in blind schools. Methods: Students of five schools for the blind were examined in a tertiary care eye hospital. The anatomical sites and etiology for SVI/BL were recorded using the World Health Organization/Prevention of Blindness standard reporting form. Categorical variable were summarized using frequencies and percentages. Results: A total of 93 students were examined. Male/Female ratio was 3.4:1. The most common anatomical sites of SVI/BL were the whole globe (40.3%) and the cornea (26.4%). Postnatal or childhood causes were noted in 13.8% cases. Forty-one (56.9%) students had hereditary diseases which was most likely caused by chromosomal abnormalities. Three students were having an associated disability, one was deaf and mute, one was physically handicapped, and one was intellectually challenged. Fifty-four (58%) children were blind and 21 (22.6%) children had no visual impairment but were studying in schools for the blind. Conclusion: Schools for the blind should be screened routinely to reduce the incidence of misdiagnosed visual impairment. This will prevent inappropriate enrolment and will definitely help in reducing the social and economic burden of society and of the schools of blind too.

Purpose: To identify children with low vision from two local schools for the blind, to provide low vision devices (LVD) to those who may benefit from it, and to encourage them to learn print.Methods: A prospective study was conducted among children from two local schools for the blind. Best-corrected visual acuity (BCVA) was done using the Snellen chart. Children with BCVA of counting finger (CF) 1/2 meter or more in the better eye underwent low vision assessment. Distant vision was assessed using the Feinbloom chart and near vision was assessed using the Lea symbol chart. Low vision devices (LVD) were prescribed as required.Results: Among 185 children enrolled, 31 children had BCVA of >CF ½ meter. Using a telescope, distant vision was better than 3/36 in 48.4%, 3/36-3/12 in 16.2%, and 3/9.5 to 3/3 in 35.4%. Among 23 children who read 1M at <10 cm, 22.6% could read 0.6-0.8M, and 25.8% could read 1M using LVD.Conclusion: Regular screening of children in schools for the blind could identify children who might benefit from LVD. A review of protocols for the entry of children in schools for the blind by screening these children by a specialist team prior to admission should be made mandatory. [ABSTRACT FROM AUTHOR]

Purpose: To assess major causes of severe visual impairment (SVI)/blindness (BL) in children studying in schools for the blind in western Uttar Pradesh, India and the extent of inappropriate enrolment of children in blind schools.Methods: Students of five schools for the blind were examined in a tertiary care eye hospital. The anatomical sites and etiology for SVI/BL were recorded using the World Health Organization/Prevention of Blindness standard reporting form. Categorical variable were summarized using frequencies and percentages.Results: A total of 93 students were examined. Male/Female ratio was 3.4:1. The most common anatomical sites of SVI/BL were the whole globe (40.3%) and the cornea (26.4%). Postnatal or childhood causes were noted in 13.8% cases. Forty-one (56.9%) students had hereditary diseases which was most likely caused by chromosomal abnormalities. Three students were having an associated disability, one was deaf and mute, one was physically handicapped, and one was intellectually challenged. Fifty-four (58%) children were blind and 21 (22.6%) children had no visual impairment but were studying in schools for the blind.Conclusion: Schools for the blind should be screened routinely to reduce the incidence of misdiagnosed visual impairment. This will prevent inappropriate enrolment and will definitely help in reducing the social and economic burden of society and of the schools of blind too. [ABSTRACT FROM AUTHOR]

Purpose: To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea.Methods: A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices.Results: Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6-17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60-3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18-6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided.Conclusion: A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media. [ABSTRACT FROM AUTHOR]

The right to education is for all, however children with visual impairments have difficulty to adapt in the mainstream system of education as most pedagogical tools are designed for children with normal vision. Tactile features in books open up a world of new information, concepts and new vocabulary for visually impaired children. They motivate a visually impaired child to learn, to read and support the progress of tactile skills. For children who are visually impaired where they are deprived of sight, tactile shapes in books bring an excitement in turning the pages to find new entertaining, informative and stimulating features. A research project has been developed to test a series of assistive tactile symbols that represent different colours and shades for use by children and young people with visual impairment. This paper reports on how the assistive symbols were applied to inculcate the concept of tactile features and colour in the curriculum of the visually impaired children in two blind schools in Mauritius. A book was designed containing geometrical shapes with tactile elements and tactile primary and secondary colours symbols. [ABSTRACT FROM AUTHOR]

Objective: To determine the main causes of visual impairment and blindness in children enrolled at Instituto Benjamin Constant blind school (IBC) in 2013, to aid in planning for the prevention and management of avoidable causes of blindness. Methods: Study design: cross-sectional observational study. Data was collected from medical records of students attending IBC in 2013. Causes of blindness were classified according to WHO/PBL examination record. Data were analyzed for those children aged less than 16 years using Stata 9 program. Results: Among 355 students attending IBC in 2013, 253 (73%) were included in this study. Of these children, 190 (75%) were blind and 63 (25%) visually impaired. The major anatomical site of visual loss was retina (42%), followed by lesions of the globe (22%), optic nerve lesions (13.8%), central nervous system (8.8%) and cataract/pseudophakia/aphakia (8.8%). The etiology was unknown in 41.9% and neonatal factors accounted for 30,9% of cases. Forty-eight percent of cases were potentially avoidable. Retinopathy of prematurity (ROP) was the main cause of blindness and with microphthalmia, optic nerve atrophy, cataract and glaucoma accounted for more than 50% of cases. Conclusion: Provision and improvement of ROP, cataract and glaucoma screening and treatment and programs could prevent avoidable visual impairment and blindness. [ABSTRACT FROM AUTHOR]

This study used the standard-based essential behavioural leadership qualities (EBLQ) method of leadership assessment, to determine leadership effectiveness of the principals of the schools for children who are blind and have low vision in Nigeria, from the perspective of the teachers of these schools. The four-stage method of leadership assessment of the EBLQ method was used to analyze data (N = 271) collected through availability sampling, to determine leadership effectiveness of the principals relative to levels of essentiality of EBLQ items. Findings show a pattern of incongruence between rankings of essentialities and effectiveness of the principals on the EBLQ items. The principals were perceived most effective in having ‘excellent educational qualifications’ which was ranked fourth as essential for leadership effectiveness. The principals were also rated twentieth on ‘timely payment of salary’, which was ranked most essential for leadership effectiveness. Overall effectiveness of the principals, however, was described as exemplary. This study is expected to contribute to much-needed studies on leadership in the schools for the blind in Nigeria, as well as provide a coaching effect for the principals of these schools. [ABSTRACT FROM AUTHOR]

The article presents a reprint of the article "Life Lessons from a Tree," by Cayte Mendez, which appeared in the winter 2014 issue of the journal "Future Reflections." Topics discussed include education and possibilities of blind individuals to obtain teaching profession, affiliation of the author with the National Organization of Blind Educators, and the 2012 National Federation of the Blind (NFB) Distinguished Blind Educator of the Year Award she has received.

This paper elucidates the way that teachers constitute the reality of a school for the blind as having a unique order different from ordinary schools. In addition, depending on the membership categorization analysis of the ethnomethodology, this paper considers how such a constitution of reality can define the career formation and the career differentiation of students. Eglin and Hester, who have promoted membership categorization analysis energetically in recent years, considered the category use of the participant in a referral meeting. They stress that membership categories, membership categorization devices and category predicates are all examples of indexical expressions, and the category and its context are elaborated mutually. This paper quotes the ideas of Hester and Eglin and describes the speech acts of teachers constituting the reality of a school for the blind. It is namely the elucidation of the process through which the reality peculiar to the school for the blind is accomplished as a reflexivity of definitions of situations and the categorization of the students. The reality of the blind school accomplished in such a way ascribes virtuously specific predicate acts to "a blind school teacher" category. As a result, a career transition by way of the occupation course in the blind school is rationalized as the most proper course for the student having a visual impairment. [ABSTRACT FROM AUTHOR]

Purpose: To determine the causes of childhood blindness and severe visual impairment in pupils attending schools for the blind in Burundi in order to assist planning for services in the country. Materials and Methods: All pupils attending three schools for the blind in Burundi were examined. A modified WHO/PBL eye examination record form for children with blindness and low vision was used to record the findings. Data was analyzed for those who became blind or severely visually impaired before the age of 16 years. Results: Overall, 117 pupils who became visually impaired before 16 years of age were examined. Of these, 109 (93.2%) were blind or severely visually impaired. The major anatomical cause of blindness or severe visual impairment was cornea pathology/phthisis (23.9%), followed by lens pathology (18.3%), uveal lesions (14.7%) and optic nerve lesions (11.9%). In the majority of pupils with blindness or severe visual impairment, the underlying etiology of visual loss was unknown (74.3%). More than half of the pupils with lens related blindness had not had surgery; among those who had surgery, outcomes were generally poor. Conclusion: The causes identified indicate the importance of continuing preventive public health strategies, as well as the development of specialist pediatric ophthalmic services in the management of childhood blindness in Burundi. The geographic distribution of pupils at the schools for the blind indicates a need for community-based programs to identify and refer children in need of services. [ABSTRACT FROM AUTHOR]

This ethnographic case study investigated the teaching and learning of music at a residential school for the blind in the southwest United States. Data collection included student and teacher interviews, and observation of classes and used a social constructivist framework of disability. Students reported that they received inadequate modifications in music instruction when they attended public school. At the school for the blind students used a variety of resources, including modified standard notation and literary Braille, but not Braille music. These findings suggest students with visual impairments have unique and effective ways of communicating and learning music that differ from sighted students, but these abilities were not acknowledged in public school and they perceived this inequality. Finally it is suggested that obtaining the perspectives of students who receive disability-specific education provides another facet to the research on perspectives on special education in music. [ABSTRACT FROM AUTHOR]

An interview with Newel Perry, a teacher at the California School for the Blind, is presented. He served as the head teacher of the blind in 1912. He was appointed as director for advanced studies in 1921 or 1922 where he aided high school boys to get through college. When asked about his participation to the Aid to Needy Blind bill, he wrote the bill for the blind people to receive pensions.

The article presents the history of the Canadian Free Library for the Blind, from its founding in Toronto, Ontario in 1906 until its January 1, 1919 merger with the Canadian National Institute for the Blind. An overview of the history of typesets such as Moon Type, Braille, and Boston Line Type used to print books for the blind from the late eighteenth-century to the early twentieth-century is presented. A discussion of the history of blind education in Canada, and the school libraries intended for the use of the blind, is explored.

PurposeTo identify the major causes of severe childhood visual impairment and blindness among students attending schools for the blind in a coastal district of Andhra Pradesh (AP) in South India.MethodsChildren ≤16 years of age attending six schools for the blind in the study area were interviewed and examined in the year 2009, and causes were classified according to the World Health Organization Program for Prevention of Blindness (WHO/PBL) childhood blindness proforma. A total of 113 children underwent a detailed eye examination by an experienced ophthalmologist.ResultsThe major causes of blindness were congenital eye anomalies in 46 children (41.4; 95% confidence interval (CI): 32.3-50.6), followed by retinal disorders in 21 children (18.9%; 95% CI: 11.6-26.2), cataract in 9 children (9.7%; 95% CI: 2.9-12.9), and corneal conditions (scar and Staphyloma) in 8 children (7.1%; 95% CI: 2.4-11.8). More than half the children (56.6%) were blind due to conditions that could have been treated or prevented.DiscussionCongenital anomalies were found to be the most common cause of blindness. The majority of the cases were due to avoidable causes of blindness. Therefore, robust screening measures may help reduce the burden of visual impairment in children. [ABSTRACT FROM AUTHOR]

The author discusses the pivotal roles of Sir Francis Campbell (1832-1914) and members of his family, especially his son Charles Campbell, in the evolution of the blindness field to a professional and reason-based service. [ABSTRACT FROM AUTHOR]

Infromation is presented on the international conference titled "The Imperfect Historian - Disability Histories in Europe" sponsored by the German research foundation Deutsche Forschungsgemeinschaft (DFG) at the Historisches Institut, Universität zu Köln / History Department, University of Cologne in Cologne, Germany from August 21-22, 2012. The conference's topics, including research on disability, schools for the blind and the history of French schools for the deaf, are discussed.

Purpose: We aimed to evaluate the causes of severe visual impairment in legally blind children in The East Mediterranean Region in Turkey. Materials and Methods: One hundred eighty five children attending the schools for the blinds were included into the study. The major underlying etiology of blindness was recorded using the standardization of World Health Organization. Full ophthalmic examinations were performed, and past medical history, familial history, intellectual status, consanguineous marriage (CM) and socio-economic status were noted. Results: The major pathology of BL was at whole globe in 23 (12.4%), retina in 139 (75%), lens in 29 (16.4%) and cornea in 7 (3.8%). The number of cases whom were treatable or had capability of improvement were 95 (51.2%). These patients had high hypermetropia, cataract and glaucoma accounted for 61 (33%), 29 (15%) and 6 (3.2%), respectively. We detected a history of CM in parents of 104 (56.2%) patients. We observed a high correlation between BL and CM (r=0.689 p<0.05). Conclusions: Many causes of BL were potentially preventable. There is a high positive correlation between BL and CM [ABSTRACT FROM AUTHOR]

The present work intends to redirect and reposition several questions related to the birth of schools conceived for the blind, which happened simultaneously in several locations of the modern western world. This very same event may also by related with the global tendency for the school to become an institutional process of taxonomical classification and establishment of a self-control economy over the citizens being taught and socially captured, as well as with the discourses of desire of those same citizens, concerning their own integration in a space of individual power determination and development. By working with documents from three different case studies, coming from diverse political, geographical and social situations (the Institut National des Jeunes Aveugles in Paris, the Royal National Institute for the Blind in the United Kingdom and the Istituto per I Poveri Ciechi in Milan, I was able to find patterns in diversity. This empiric enrichment led me, on the footsteps of Deleuze, Derrida and Foucault, to rethink the attainability of body normalization through the normation of pedagogic and social discourses. Likewise, my question ponders the identification of common possibilities between different movements of institutional teaching, oriented for bodies with diversified sensorial input perception, paving parallel paths towards a same citizenship model. At the same time, it also awakes me to the leading of those bodies onto a provocative desire to be equal, turning each person into a participant of both a personal disciplinary web and also a labyrinth of indetermination, as powerful as self-knowledge exclusion itself. [ABSTRACT FROM AUTHOR]