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
