Division on Visual Impairments

VIDBE-Q 65.1 Winter 2020

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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VIDBE-Q Volume 65 Issue 1 have been prepared using a university-based approach or a state personnel development system. The field of deafblindness has seen many changes in practice as well as advances in technology and research. It has been ten years since the last significant revision of the knowledge and skills sets, and the Division of Visual Impairment and Deafblindness proposes to reexamine the sets with an eye on evidence-based practices in the field presented below. Evidence-based Practices in Deafblindness Ferrell, Bruce, and Luckner (2014) reviewed research in 12 topical areas in deaf/hard of hearing, visual impairments, and deafblindness for the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, University of Florida. They calculated the level of evidence for each identified evidence-based practice (EBP)) as being emerging, limited, moderate, or strong, according to the evidence level definitions provided by the Center. Since that time, the evidence levels of some practices have been recalculated and are reflected in this document. These EBPs are intended to guide practice, while also suggesting future research needs. Information on the studies that correspond to each identified EBP and the definitions of levels of evidence can be found in the above document. Given the small size of the population and its great

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