The use of computer assisted therapy (CAT) in the rehabilitation of individuals with brain damage is examined. Hardware considerations are explored, and the variety of software programs available for brain injury rehabilitation is discussed. Structured testing and treatment programs in time measurement, memory, and direction finding are described,…

A variety of memory strategies can be used to retrain an individual's ability to process information in working memory. This article provides step-by-step instructions for various memory encoding strategies. These strategies include training in perceptual grouping of number series, organization, mediation, mental imagery, and associative memory.…

The article describes the Fishburne Code tactile labeling system as a practical alternative for those adult blind who are unwilling or unable to learn braille. Instructional materials, teaching methods, and practical applications of the Fishburne Code are noted. (Author/DB)

Imagery and visualization, both voluntary and involuntary, can be used therapeutically in the adaptation processes of congenitally and adventitiously blind persons. Imagery and visualization can help clients make psychosocial changes necessary to improve mental attitudes and to return to the mainstream. (Author/JDD)

The author examines the social and economic forces affecting adventitiously blinded men in terms of goal setting, family life, attitudes, status, and income. Case records suggest that adventitiously blinded male must set realistic employment goals and make personal and social adjustments or risk facing a life of dependency. (Author/CL)

Described are methods of teaching braille to adolescents recently become blind, emphasizing the uniqueness of the individual, characteristics of the individual based on the cause of the blindness, possible resistance to learning braille while some vision remains, selection of appropriate training materials, and techniques for building up speed in…

This manual is intended to give teachers a basic understanding of traumatic brain injury (TBI) and an in-depth understanding of techniques for evaluating the student with TBI in order to provide appropriate programming. Section 1 introduces a definition of TBI including incidence and causes, an overview of neuroanatomy, primary and secondary…

Usher syndrome, Type I, requires multiple adaptations throughout the life cycle because each stage of life has tasks and losses associated with deafness and progressive retinitis pigmentosa. This article examines the issues raised at each stage, using clinical vignettes from persons who have this condition and their families. (Author/DB)

A project was developed which successfully taught individuals with visual impairments to read commercial large-print books, with either their own reading spectacles or with lower levels of magnification than usually prescribed. Over the course of the project, print sizes were systematically reduced and healthy reading habits were re-taught. (JDD)

The initial role of the low-vision teacher involves helping patients psychologically adjust to their situation and assessing patients' readiness for rehabilitation. Then training can begin to effectively use remaining vision, to determine fixation angles for reading text, and to function both with and without optical and other aids. (JDD)

Four brief notes offer practical suggestions for persons working with the visually impaired, including teaching handwriting skills to blinded adults; improving reading comprehension skills; facilitating independent mobility with an electrically powered wheelchair; and utilizing telecommunications. (DB)

This paper, discussing use of electrical stimulation by postlingually deafened adults to supplement speechreading, focuses on: information conveyed by vision, acoustic information needed to resolve visual confusions, basic psychophysical abilities of cochlear implant patients, auditory-alone and audiovisual perception by cochlear-implant patients,…

This article describes the methods used to teach mobility skills to a young man severely disabled (blind and bilaterally hand amputated) by an explosion. Stressed are the assistive devices developed and the therapist's and student's feelings during the training course. (DB)

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from…

Identifies possible causes of head injury among reservation American Indians. Discusses the range of problems to look for following head trauma and offers some common sense safety precautions for head injury prevention. Describes a plan of action for teachers of American Indian children who have sustained head injuries. (JHZ)