Division on Visual Impairments

VIDBE-Q Volume 66, Issue 2 82 Figure 1 Example of a reference sheet used by peers to provide supports to focus students during the peer support arrangement Strategies: Bell-work Lectures/ Videos Seatwork Down time Greet one another Check with your partner about class materials Read information from the board/projector Read information from the board/projector Review the main points from the lecture/video Remind each other to use technology Check with your partner about class materials Motivate and encourage each other Discuss roles for completing the assignment together Review content together Talk about each other's interest Invite each other to join conversations When to ask for help: Your partner doesn't have adapted materials Describing visual information is too complicated You don't know how/if you are allowed to collaborate on an activity You feel overwhelmed

• 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