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.

Issue link: http://dvi.uberflip.com/i/1197324

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VIDBE-Q Volume 65 Issue 1 Clyne, M., Wolfe, J., Blaha, R., Hertzog, T. (2015, September). Maximizing vision and hearing. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University. Damen, S., Janssen, J., Schuengel, C., & Ruijssenaars, A. J. (2015). Communication between children with deafness, blindness, and deafblindness and their social partners: An intersubjective developmental perspective. International Journal of Disability, Development, and Education, 62, 215-243. Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments. (Document No. IC-4). University of Florida, Collaboration for Effective Educator, Development, Accountability and Reform Center (CEEDAR Center). http://ceedar.education.ufl.edu/tools/innovation-configurations/. Geenens, D. L. (1999). Neurobiological development and cognition in the deafblind. In J. M.McInnes (Ed.). A guide to planning and support for individuals who are deafblind (pp. 150-174). Toronto, Ontario, Canada: University of Toronto Press. Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10(2/3), 139- 162.

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