Division on Visual Impairments

VIDBE-Q.64.1.Winter.2019

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1070942

Contents of this Issue

Navigation

Page 44 of 64

44 VIDBE - Q Volume 6 4 Issue 1 bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive" (p. 5). It is a curriculum derived from several related disciplines using collaboration and planning (Stayton & Miller, 1993). Historically, spe cial education licenses have been issued as stand - alone degrees, or as additional licensure earned after completion of a program designed specifically for special education (Blanton, Boveda, Munoz, & Pugach, 2017; Geiger, Crutchfield, & Mainzer, 2003; Geig er et al., 2014). In today's schools, where students with disabilities are being included more and more in general education settings, questions are being raised about whether initial, stand - alone licensure provides enough training for special education te achers in inclusive settings (Blanton et al., 2017). These types of changes have led to the emergence of dual licensure programs – also referred to as unified , merged , blended , combined , and integrated programs – where pre - service teachers are trained for both special and general education settings (Blanton & Pugach, 2011; Blanton et al., 1997; Blanton & Pugach, 2007; Bondy & Ross, 2005; Jenkins, Pateman, & Black, 2002; P.S. Miller & Stayton, 1998; Sands , Duffield, &

Articles in this issue

view archives of Division on Visual Impairments - VIDBE-Q.64.1.Winter.2019