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 76 of 89

VIDBE-Q Volume 66, Issue 2 77 Michael Tuttle, Vanderbilt University, Michael.j.tuttle@vanderbilt.edu Target Audience for Article: TVIs Social interaction is fused into numerous aspects of education. Students learn alongside their peers, participate in a myriad of discussions, and collaborate with classmates. Conversations and connections are made before, after, and between transitions that occur throughout the school day. Students' social skills shape these social interactions and can impact their academic experiences (Bukowski et al., 2020). Indeed, stakeholders in the field of visual impairment (VI) have embedded the importance of addressing students' social needs in the Expanded Core Curriculum (Hatlen, 1996). Still, professionals report being unable to address their students' social needs due to limited instructional time (Wolffe et al., 2002). Thus, peer-mediated interventions are an attractive solution for feasibly integrating social interventions into inclusive academic settings (e.g., Jindal-Snape, 2005; Sacks & Gaylord-Ross, 1989). This paper discusses peer support Peer Support Arrangements for Students with Visual Impairments

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