Division on Visual Impairments

VIDBE-Q Volume 65 Issue 1 Division on Visual Impairments and Deafblindness (DVIDB) Validation Team Susan Bruce, Boston College Cathy Nelson, University of Utah Amy T. Parker, Portland State University Debbie Sanders, Utah School for the Deaf and Blind Adam Graves, Texas DeafBlind Outreach Program Carol Rimka, Shiloh Center—Plano Independent School District Learners who are Deafblind Individuals who are deafblind are part of a small disability group of great diversity. Deafblindness may be congenital or adventitious, with leading causes being prematurity and hereditary syndromes. According to the 2017 National Child Count of Children and Youth who are Deaf-Blind, nearly half of the 10,000 identified children have either a moderate-severe, severe, or profound hearing loss. Nearly 60% are legally blind or have low vision, and about 10% have light perception only or total blindness. Eighty-seven Conceptual Paper for Re-Validating the Teacher of the Deafblind and Intervener Competencies

• Cover
• Table of Contents
• Convention Schedule
• President's Message
• Message from the Editor
• Growing and Learning with Irwin in Mind
• The Visually Impaired Learner (VIL) and Orientation and Mobility (O&M) programs at Portland State University
• Mobility Matters: Interdisciplinary Partnerships to Create More Accessible Cities
• Camp Spark: Using Sports and Physical Activity as a Catalyst for Independence
• Improving Services for Students with CVI in Oregon: Learning and Working Together
• The Alice Cogswell and Anne Sullivan Macy Act
• CEC’s DVIDB Preconvention Workshop: Implementing Effective Instruction for Students with Cortical Visual Impairments - Moving from Assessment to Intervention
• Introduction to CEC’s Process for Re-Validating Knowledge and Skills Competency Sets
• Conceptual Paper for Re-Validating the Teacher of the Deafblind and Intervener Competencies