Division on Visual Impairments

VIDBE-Q 64.4 Fall 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/1172972

Contents of this Issue


Page 19 of 71

VIDBE-Q Volume 64 Issue 4 20 Mindy S. Ely, PhD; Assistant Professor and EL VISTA Coordinator; Illinois State University; msely@ilstu.edu Maribeth Lartz, PhD; Professor and EL VISTA Principle Investigator; Illinois State University; mlartz@ilstu.edu Very young children learn differently than older children (Pletcher & Younggren, 2013); just as children with visual impairments (VI) have specific learning needs that are different than children who have typical vision (Holbrook, McCarthy, & Kamei-Hannan, 2017). Therefore, very young children with visual impairments can be expected to benefit from learning strategies that are appropriate for their age and those specifically designed in light of their visual impairment (Ely & Ostrosky, 2018). This assumption is foundational to the EL VISTA program at Illinois State University, funded five years ago by OSEP (Early Learning Visual Impairment Services, Training and Advancement; U.S. Department of Education #H325K140108). Through our experience with the EL VISTA Building our Early Childhood Training Programs on Aligned Standards of Practice

Articles in this issue

Links on this page

view archives of Division on Visual Impairments - VIDBE-Q 64.4 Fall 2019