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VIDBE-Q Volume 64 Issue 2
which means it can be used as a supplemental tool for literacy as well as a
consistent exercise to either introduce new braille words/contractions or
reinforce ones already learned. It is versatile and works with a wide variety
of populations of students with visual impairments including students with
additional disabilities and students who are dual-media learners.
Implications and Conclusion
The most recent study documented the effectiveness of CTD to
increase knowledge of correctly-identified braille contractions in dual-media
learners and as a result, educational practitioners—including teachers of
students with visual impairments (TVIs)—could consider CTD to be an
effective method of teaching the braille code to their dual-media students.
These findings are especially valuable for students with adventitious or
degenerative losses who need to learn the braille code quickly and
accurately. In general, CTD is potentially feasible to implement in a variety
of settings, time efficient, straightforward, and has been shown to
generalize to other settings. Additionally, CTD can be paired with other
activities and used in a variety of settings. We are also able to use this
intervention to promote overall literacy in dual-media learners as well as
other students with visual impairments. Finally, given the simple steps of
CTD, it is an intervention that allows for collaborative opportunities among
