Division on Visual Impairments

VIDBE-Q 65.3 Summer 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 3 contribute to why some children with VI may have speech sound production deficits not fully established, but the available descriptions of the clinical presentation of speech sound production of children with VI are limited to the characterizations offered in just a few studies (e.g., Bambring, 2007; House, 2007; LeZak & Starbuck, 1964; Mills, 1987a, 1987b). In one of the more recent studies Brouwer, Gordon-Pershey, Hoffman, & Gunderson (2015) surveyed 18 teachers of students with VI who together served 120 children in five states with VI with typical intelligence or mild intellectual deficits. The survey results found that the percentage of students with VI who received speech sound production interventions, as reported by the teachers surveyed, was higher than expected when compared to prevalence figures for the percentage of students in the general population who receive speech sound production interventions. Subsequently, Gordon-Pershey, Zeszut, & Brouwer (2018) observed speech error patterns in children with VI that were different in sequence from established norms in children without VI. In addition, Gordon-Pershey and colleagues (2018) suggested the saliency of visual cues could reasonably be hypothesized as a factor in these different developmental patterns. In addition, the majority of children with VI in Gordon-Pershey and colleagues study exhibited imprecise speech articulation patterns, supporting earlier findings by Mills (1987).

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