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dc.contributor.authorBailey, Stephen
dc.date.accessioned2014-12-12T21:29:49Z
dc.date.available2014-12-12T21:29:49Z
dc.date.issued2011-06-20
dc.identifier.urihttp://hdl.handle.net/11122/4736
dc.description.abstractNinety-nine articles published in professional journals related to septo-optic dysplasia (SOD) or the education of young blind children were reviewed by a special education teacher and parent of a blind one year old boy diagnosed with SOD. The articles were classified by publication type (e.g., research studies, descriptive articles, guides, position papers, reviews of literature). Fifty-three of the 99 articles were research studies; these 53 research studies were classified by research design (i.e., quantitative, qualitative, or mixed methods); the participants and data sources of each study were identified; and the findings of each study were summarized. All 99 articles were then analyzed using a modified version of the Stevick-Callaizi-Keen method to draw out the essential themes of this body of literature. The 11 themes that emerged from this analysis included: (a) septo-optic dysplasia and optic nerve hypoplasia; (b) parenting and early intervention; (c) cognitive development; (d) language development; (e) orientation and mobility; (f) social behavior; (g) assistive technology; (h) educational placement; (i) emergent literacy; (j) Braille literacy; and (k) assessment. These themes were then considered from the author's roles of parent and teacher.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectSepto-Optic Dysplasiaen_US
dc.subjectSODen_US
dc.subjectBlindnessen_US
dc.subjectSpecial Educationen_US
dc.titleSepto-Optic Dysplasia (SOD): Educational Issues in Literature for Teachers and Parentsen_US
dc.title.alternativeSepto-Optic Dysplasia: Educational Issuesen_US
dc.typeThesisen_US
refterms.dateFOA2020-02-26T01:08:48Z


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