Division on Visual Impairments

VIDBE-Q 64.2 Spring 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.

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34 VIDBE-Q Volume 64 Issue 2 When designing the inquiry study, Erin used a reading group that contained three students with visual and cognitive impairments that met four times per week for 30-minutes. The same book was used for four sessions before moving on to a new book. Due to student absences, students got an average of 3.4 exposures to each book. Signs of engagement for each student were listed and tracked by having an additional adult present to use a chart and tally the observed signs. Video was used and analyzed later when no additional adult was available to collect live data. The charts below show the difference for each student in time of alert engagement as well as signs of engagement when using a standard text compared with text paired with tactile experiences (See Table 1 and 2). In addition, other anecdotal data came to light as well. After repeated exposures, the students began to exhibit signs of engagement upon hearing a word read aloud, even before being presented with an object. For example, when the sentence "there is candy in the basket" was read, students began moving mouths and licking lips, anticipating the taste of candy. They had learned the words! Even more significant, when watching the videos to record data, Erin noticed that as students were transitioning to the group, she always said "Are you ready to read?" By the third week of

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