Division on Visual Impairments

VIDBE-Q Volume 65 Issue 2 66 deafblindness, and this need is reinforced by trends in the population which continue to reflect an increase in prevalence and severity of multiple disabilities (NCDB, 2019). While the literature supporting communication practices is rich, there is a continued need for research connecting the implementation of assessments with the use of research-based and promising practices for intervention, and in effective practices for training collaborative teams.

• 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