Division on Visual Impairments

VIDBE-Q Volume 66, Issue 2 81 receive feedback and necessary assistance from TVIs or other educators. The end goal is that peers assume a primary support role while direct reliance on adults is reduced. Acknowledgements: I would love to give a special thanks to my advisor, Dr. Erik Carter, who made significant contributions to the development of the research that supports this article.

• Cover Page
• Table of Contents
• Message from the Editor
• President's Message
• Virginia Murray Sowell Student of the Year
• Deborah D. Hatton Dissertation of the Year
• Teacher of the Year
• Advocate of the Year
• Distinguished Service Award
• Functional Vision Assessment: Delphi Study Results and Where We Need to Go
• The Augmentative and Alternative Communication (AAC)/Cortical Visual Impairment (CVI) Matrix: Unique Considerations for Integrated Assessment and Intervention
• Using a Cohort Model to Address Cortical Visual Impairment in New York City
• Strategies for Teaching Tactile Tangible Symbol Systems: Case Study on a Learner with Deafblindness
• Lessons for Reading and Contributing to Research: Findings and Implications from a Descriptive Review of Journal of Visual Impairment & Blindness
• Going Virtual for Students with Visual Impairments: Providing Education and Programs for Children Birth to 22
• Peer Support Arrangements for Students with Visual Impairments
• Service Determination for Students who are Blind/Visually Impaired