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 Parker, A.T., Davidson, R., & Banda, D.R. (2007). Emerging evidence from single-subject design studies in the field of deafblindness. Journal of Visual Impairment and Blindness,101(11), 690-700. Parker, A. T., McGinnity, B. L., & Bruce, S. M. (2012). Educational programming for students who are deafblind: A position paper of the Division on Visual Impairments, Council for Exceptional Children. Approved by membership, posted at www.cec.org. Parker, A. T., & Nelson, C. (2016). Toward a comprehensive system of personnel development in deafblind education. American Annals of the Deaf, 161, 486-501. Parker, A.T., Schalock, M., Steele, N., Chopra, R., Cook, L., Sobel, D., Kennedy, B.M.S., Monaco, C., & Zobel, G. (2017). Participatory curriculum development to meet community needs: Open hands, open access: Deaf-blind intervener learning modules. DbI Review (58), 69-73. Petroff, J., Pancsofar, N., & Shaaban, E. (2019). Postschool outcomes of youths with Deafblindness in the United States: Building further understandings for future practice. Journal of Visual Impairment & Blindness, 113, 274-282. Rowland, C., & Schweigert, P. (1989). Tangible symbols: Symbolic communication for individuals with multisensory impairments. Augmentative and Alternative Communication, 5, 226-234.

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