Division on Visual Impairments

VIDBE-Q Volume 65 Issue 2 29 To really gain a deeper understanding of what your child or students know, simply ask them. Try not to assume that they understand a concept without asking follow-up questions to ensure they do. Overall, I have found that the more interested our learners are in the subject matter, the more likely they are to really engage in the curriculum even when the concepts are quite challenging. Finally, just have fun and get messy.

• Cover
• Message from the Editor
• President's Message
• Virginia M. Sowell Student of the Year Award
• Deborah D. Hatton Dissertation of the Year Award
• Teacher of the Year Award
• Exemplary Advocate Award
• Distinguished Service Award
• Strategies that Support the Inclusion of Children with Visual Impairments in Early Childhood Settings
• The Longitudinal Measurement of Communication Growth in Learners with Deafblindness
• Determining a Tactile Threshold for Learners with Deafblindness: Teachers' Communication Modality Choices
• Supporting Availability for Learning: Student-Centered Biobehavioral Assessment and Intervention for Children and Youth with Deafblindness/Multiple Disabilities
• A Curriculum for Teaching Job Search Skills to Youth with Visual Impairments