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 Nelson, C. & Bruce, S. (2019). Children who are deaf/hard of hearing with disabilities: Paths to language and literacy. Education Sciences, 9(134), 1-16. Retrieve from https://doi.org/10.3390/edusci9020134. Nelson, C., & Bruce, S., & Barnhill, B. A. (in press). Children and youth who are deafblind. Inc. Guardino & J. Cannon (Eds.). Deafness and Diversity: Deafness with Disability. Gallaudet University Press. Nelson, C., van Dijk, J., McDonnell, A. P., & Thompson, K. (2002). A framework for understanding young children with severe multiple disabilities: The van Dijk approach to assessment. Research & Practice for Persons with Severe Disabilities, 27, 97-111. Nelson, C., van Dijk, J., Oster, T., & McDonnell, A. P. (2009). Child-guided strategies: The van Dijk approach to assessment for understanding children and youth with sensory impairments and multiple disabilities. Louisville, KY: American Printing House for the Blind. Ogletree, B. T. (2017). Addressing the communication and other needs of persons with severe disabilities through engaged interprofessional teams: Introduction to a clinical forum. American Journal of Speech- Language Pathology, 26, 157-161. Parker, A.T. (2017). Considering a practical orientation and mobility framework to design communication interventions for people with visual impairments, deafblindness, and multiple disabilities. Perspective of the ASHA Sigs, 2(Sig 12), 89-97.

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