Literature Review

Literature Review

Future Reflections Winter/Spring 1990, Vol. 9 No. 1
(back) (contents) (next)
LITERATURE REVIEW
HANDBOOK FOR ITINERANT AND
RESOURCE TEACHERS OF BLIND AND
VISUALLY IMPAIRED STUDENTS
Written by Doris M. Willoughby
and Sharon L M. Duffy
Published by the
National Federation of the Blind, 1989
--Reviewed by Lorraine Rovig, Librarian
[PICTURE] Doris Willoughby

[PICTURE] Sharon Duffy
There are two ways to get into a swimming
pool. You can wade in slow and easy, or you can
hold your nose and jump right in. With little
fanfare, and a refreshing lack of the usual pompous
professional jargon, Doris Willoughby and
Sharon Duffy, co-authors of A HANDBOOK
FOR RESOURCE AND ITINERANT
TEACHERS OF THE BLIND AND VISUALLY
IMPAIRED have "jumped right into" the
enterprise of laying out a practical, usable guide
for the teacher, student, librarian, researcher, or
parent involved in the education of blind or
visually impaired children.
Both authors have many years of experience
and complementary backgrounds for the task of
compiling the largest, most practical handbook
yet written on the subject. Doris M. Willoughby
taught for eleven years in a regular second grade
in Cedar Rapids, Iowa, before becoming certified
to teach blind and visually impaired
children. She then taught in this specialized field
for three years as a resource room teacher, followed
by fourteen years as an itinerant teacher,
a profession in which she continues.
Sharon L. M. Duffy has been blind all her life.
Having attended both a school for the blind and
a public school, she brings the blind person's
point of view to her professional qualifications.
Mrs. Duffy has taught Braille and cane travel for
many years, as well as other independent living
skills, in Iowa, Idaho, Chicago, and now, New
Mexico.
Mrs. Duffy has helped blind children and
adults learn how to cope with every type of travel
problem--from getting around "the back 40"
cornfield to riding the downtown subway. Her
clear directions on successful methods of teaching
cane travel to children from preschool age on
up are accompanied by black and white
photographs, a sequential list of skills, an intriguing
list of things nol to do, and many, many suggestions
for providing variety while building-in
success in a series of travel lessons.
The Handbook devotes 45 pages to teaching
Braille. These pages are a must-read for teachers
and parents. Willoughby and Duffy are outspokenly
pro-Braille throughout the text.
All the topics one would expect in a book with
this title are covered. There are chapters or subsections
on: "Working in Partnership with
Parents," methods for success in mathematics,
reading, physical education, shop courses (coauthored
by John Cheadle, an innovative
rehabilitation shop teacher), "Testing and
Evaluation," "Fitting in Socially," science courses,
geography, use of computers, handwriting, art,
music, use of low vision aids, "Home Economics
and Daily Living Skills," dealing with multiple
handicaps, Public Law 94-142, use of sleep
shades, understanding medical assessments, and
so forth.
There are also the unexpected chapters.
There is a chapter of advice for the new teacher
on building rapport with other school staff who
work with "your" student; techniques for teaching
typing; tips on organizing one's professional
paperwork; and, in an appendix, a playlet to enhance
the understanding of sighted classmates.
Each topic is written about in a straightforward,
narrative style divided by headings, sub-headings, and lists. The reader can quickly zero
in on needed data. Willoughby and Duffy offer
anecdotes, both positive and negative, that
should save every reader from at least one mistake.
Their clear directions and repertoire of
ideas for each of the subjects covered will be of
help even to the experienced teacher.
Few resource room or itinerant teachers have
much experience teaching the Nemeth Code, the
Braille code for mathematics and science. One
lengthy appendix offers an "Easy Guide to the
Nemeth Code." Another appendix, "The Paper
Compatible Abacus," is a complete instructional
guide to a simplified method of using the abacus.
These appendices should be equally valuable as
texts in a teacher training program and as reference
resources for busy teachers in the field.
Two sections of the Handbook are specifically
for the itinerant or resource room teacher who is
blind or visually impaired. These chapters are
not only a compendium of workable ideas for the
intended audience, but would be useful reading
for blind students considering a professional
career in any field.
One more thing must be said. Handbook is
exemplary for its positive approach. The authors
are pointed in their comments on educational
approaches which build in defeatism. They are
equally forceful in presenting techniques, tasks,
and attitudes that will assist visually handicapped
children toward equality in the classroom and as
adults.
I recommend the purchase of Handbook for
Itinerant and Resource Teachers of Blind and
Visually Impaired Students to every teacher, administrator,
or parent who is concerned with
providing an equal educational opportunity to
blind and visually impaired children.
Publisher: National Federation of the Blind
(NFB), 1800 Johnson Street, Baltimore,
Maryland 21230. Softcover: $20.00 from NFB
includes shipping. (Checks, money orders, purchase
orders from agencies, no C.O.D.)
Phone:(301)659-9314.
Note: Lorraine Rovig, the author of this review, was
the Librarian for a Learning Materials Center for
Blind and Visually Impaired Students for ten years.
(back) (contents) (next)