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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48 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

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