DISCLAIMER
Information disseminated by Autism South Africa is for information purposes only.
The onus rests with the reader to explore and investigate the relevant information and alternatives for each individual.
Information disseminated by Autism South Africa is for information purposes only.
The onus rests with the reader to explore and investigate the relevant information and alternatives for each individual.
Information sent out does not imply that Autism South Africa underwrites or endorses any particular therapy, intervention, method or medication. Autism South Africa assumes no responsibility for the use made of any information provided herein.
INTERVIEW WITH MELVIN KAPLAN, O.D.
Melvin Kaplan, O.D. of Tarrytown, New York, is one of the pioneers in the field of visual management training. Dr. Kaplan has lectured extensively on visual training and has been mentioned in two books, Rickie and Dancing in the Rain. Dr. Kaplan is the Director of The Center for Visual Management (150 White Plains Road, Suite 410, Tarrytown, New York, 10591; Fax: 914-631-1004). Dr. Stephen M. Edelson (SE) interviewed Dr. Kaplan (MK) on September 17, 1996.
Let's start out with a basic and rather general question: What is visual management training?
Vision Management Therapy is an individualized program that measures, observes, and is designed to develop, improve, remediate, and enhance visual performance. The ultimate goal is to raise levels of performance which, in turn, affects behavior and influences how one performs in social, academic, and vocational surroundings.
Have you ever noticed anything unique or different about the vision of autistic children versus the vision of other types of disabilities?
I do not view people with various disabilities as different. I look at them as having different levels of visual performance. Let us view visual performance on a bell curve with the optimal performance at the peak. At one end of the curve are people who are experiencing visual compression; and at the other side are people who are experiencing visual disparity. The issue is then: How far from optimal is the person? or What level is the person at? One does not need to look at labels, whether it is autism, a learning disability, or dyslexia, I do not want to become hung up on labels because once you have a label then the community tells you how the person should be treated. It has been said, "Labels are for cans, not for people.
Autism Spectrum Disorder in Learners with
Blindness/Vision Impairments
Comparison of Characteristics (Revised January 2002)
Marilyn H. Gense, M.A.
D. Jay Gense, Ed.S.
Learners with autism spectrum disorder and vision impairments will display a wide variation in skill levels. The assessment team will be responsible to select assessment tools that appropriately determine if the child has Autism Spectrum Disorder (ASD). For example, the team will want to ask: what are the child’s strengths?’
· what are the child’s present levels of educational performance?;
· what strategies have worked and not worked effectively with this child?;
· how does the child communicate?;
· how does the child interact with adults/peers?;
· are there behavior deficits or behavioral excesses?;
· what motivates this child to learn new