Division on Visual Impairments

VIDBE-Q 66.1 Winter 2021

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/1324141

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VIDBE-Q Volume 66 Issue 1 References Alim, H.S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In Paris, D., & Alim, H.S. (Eds.)., Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. Blackorby, J., Knokey, A., Wagner, M., Levine, P., Schiller, E., & Sumi, C. (2007). What makes a difference? Influences on outcomes for students with disabilities. A Report from the Special Education Elementary Longitudinal Study (SEELS). Menlo Park, CA: SRI International. Retrieved from: http://bsnpta.org/user/SEELS_W1W3_FINAL.pdf. Conroy, P. W. (2005). English language learners with visual impairments: Strategies to enhance learning. RE:view, 37, 101–108. Correa-Torres, S. M., & Durando, J. (2011). Perceived training needs of teachers of students with visual impairments who work with students from culturally and linguistically diverse backgrounds. Journal of Visual Impairment & Blindness, 105(9), 521–532. Esposito, J., & Swain, A. N. (2009). Pathways to social justice: Urban teachers' use culturally relevant pedagogy as a conduit for teaching for social justice. Perspectives on Urban Education, 6(1), 38-48. Gay, G. (2010). Culturally relevant teaching (2 nd ed.). Teachers College Press.

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