Division on Visual Impairments


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/1359373

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Page 48 of 89

VIDBE-Q Volume 66, Issue 2 49 approaches used to teach the TTSS, the knowledge students are demonstrating through the use of their TTSS, and the context in which the TTSS was being implemented. Data for the project was collected through observations that embedded the use of a TTSS, interviews with the developer of the TTSS, and a collection of artifacts that included pictures of the system and I.E.P. information that was relevant to the TTSS. Additionally, teachers completed a student description survey to provide demographic and historical information about their target students. Data analysis was conducted on each case individually. Following a detailed procedure, each case was coded independently by two researchers who then met to engage in consensus coding to discuss any differences in codes, agree on code names, and to identify final themes. At the completion of the study there will be 12 student participants; however, this article will present the findings from just one case. The student participant "S" was a five-year-old Caucasian-Hispanic female. She was diagnosed with CHARGE syndrome in addition to severe developmental delays. Her bilateral sensorineural hearing loss was in the moderate-severe range, but within normal limits when using her hearing aids. She experienced bilateral retinal colobomas that resulted in 20/260 uncorrected vision in addition to a field loss. She expressed through emerging speech and single manual signs. She was

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