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Griffin, H. (1981). Motor development in congenitally blind children. Education of the Visually Handicapped, 12, 106–111.

ABSTRACT This paper takes a critical look at simulation exercises

spawning habitat predicted using the physical habitat simulation ..

Tooze, D. (1981). Independence training for visually handicapped children. London: Croom Helm.
Barraga, N. C. (1986). Sensory perceptual development. In G. T. Scholl (Ed.), Foundations of education for blind and visually handicapped children and youth (pp. 83–98). New York: American Foundation for the Blind.

The disABILITY Enlightenment Project: disABILITY Simulations

If you’re parenting with a physical disability, you and your children are probably very good at finding creative ways to overcome everyday challenges.
Suterko, S. (1973). Life adjustment. In B. Lowenfeld (Ed.), The visually handicapped child in school (pp. 279–317). New York: John Day.


Commentary on Reinhold Haux: Aims and tasks of …

Ten essential aims and tasks of medical informatics as `grand ..
Ten essential aims and tasks of medical informatics as `grand challenges' are discussed. These are: diagnosis of the visible body; therapy or medical intervention with as little strain on the patient as possible; therapy simulation; early disease recognition and prevention; physical handicap compensation; health consultation; health reports; health care information systems; medical documentation; and comprehensive documentation of medical knowledge and knowledge-based decision supports.

Disability-related Simulations: If, When, and How to …
American National Standards Institute. (1980). American national standards for buildings and facilities: Providing accessibility to and usability for physically handicapped people (A117.1). New York: American National Standards Institute.

handicap simulation suit SAS SiViHa

Ashmead, D., Hill, E., & Talor, C. (1989). Obstacle perception by congenitally blind children. Perception and Psychophysics, 46(5), 425–433.

Mobility Impairments | Disability Resources & …

Elementary school is a transitional and impressionable period for any child. In inclusive classroom settings, children with disabilities may experience the challenges of acceptance and integration into peer relationships. The experience of children with disabilities in such classrooms can be positive if their classmates are accepting and open. One way to encourage these attitudes is by increasing awareness through disability-simulation. This study evaluates an existing school program, whose goal is to increase acceptance of others with disability. We surveyed students to assess the influence of the program. An adapted acceptance scale was distributed to students before and after participation in the program. Our hypothesis was that student acceptance would increase after participating in the program. Additionally, we hypothesized that physical, visual, and auditory disabilities would be easier for students to understand, making acceptance scores for these disabilities higher than those for a learning disability. We report changes in acceptance using group means. Our results reveal that post-survey responses showed higher acceptance than pre-survey responses, especially for auditory disabilities. Other significant findings include differences in attitudes between the two schools and differences based on prior experience with someone with a disability. By evaluating the effectiveness of this type of program (whose efficacy has been controversial in the literature), this study can provide teachers, administrators, genetic counselors, and parents with a better idea of how to address children’s attitudes towards peers. In our study, the effectiveness of promoting understanding through disability-simulation has proven its worth to improve children’s acceptance.

Empathic Modeling/Disability Simulation; Disability Allyship ..

Sun Joo (Grace) Ahn, founding director of the Games and Virtual Environments Lab in the Grady College of Journalism and Mass Communication, is exploring how digital technology can be used to encourage better food choices, more physical activity and better STEM learning in children.

Mobility impairments vary over a ..

"My primary area of research lies in communication and more specifically the influence of virtual environments on people’s cognitive, affective and behavioral responses. I’m fascinated by how virtual experiences are able to meaningfully change the way that we interact in the physical world. The context of my studies largely falls into three categories: health, environmental and consumer behavior. I have also been working closely with the community by conducting field studies in a number of 4-H camps in Georgia to explore how virtual experiences can promote healthy choices in children. Despite the incredible speed of technological advancement and the explosion of popular interest in virtual environments such as virtual reality (e.g., Oculus Rift), augmented reality (e.g., Microsoft HoloLens), and video games, there is so much uncovered ground in these areas and so many unanswered questions. In short, I get to play with the most cutting-edge virtual devices and call it research — how could that be uninteresting?"