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VIDBE-Q Volume 64 Issue 2
Carlie Rhoads, M.Ed., TVI, Doctoral Candidate,
Vanderbilt University,
carlie.r.rhoads@vanderbilt.edu
There is limited research related to effective literacy-based
interventions for students with low vision who read print, or dual-media
learners. To date, data have not been gathered on the characteristics of
children with low vision who are receiving dual-media instruction or on the
number of children who are visually impaired who are learning only braille
or are receiving instruction and materials in two media. As a result, we
cannot be sure how many dual-media learners exist, but we do know that
they are present in school systems and require specialized instruction in
both braille and print. Although a portion of students with low vision can and
do learn to read efficiently and comfortably in print, braille, or a combination
of print and braille, their successes have not been as readily shared as
those who seem to struggle with single or dual-media. Thus, we currently
Using Constant Time Delay to Teach Braille to Learners with
Low Vision Who Read Print