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.

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Page 57 of 89

VIDBE-Q Volume 66, Issue 2 58 Beth A. Jones, Texas A&M University-Commerce, beth.jones@tamuc.edu Amy T. Parker, Portland State University, atp5@pdx.edu Belinda Rudinger, Texas A&M University-Commerce, belinda.rudinger@tamuc.edu Brittany L. Hott, University of Oklahoma, brittanylhott@gmail.com My journey to wanting to better understand the evidence base for supporting students with visual impairments and deafblindness was provoked by both personal and professional experiences. As a special educator who taught English/language arts and mathematics for grades K-6, I understand the importance of instruction pertinent to the mechanics of reading and writing and the impact on performance in mathematics, science, and social studies. When a child has a learning disability or another barrier to organizing information from written media, they need their educators to understand interventions that are supported by research. My work as a teacher and a professor has led me to study and contribute to the field in this area. I also wanted to understand this work as a person who has a visual impairment and Lessons for Reading and Contributing to Research: Findings and Implications from a Descriptive Review of Journal of Visual Impairment & Blindness

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