Division on Visual Impairments

VIDBEQ.66.2.Spring.2021

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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VIDBE-Q Volume 66, Issue 2 83 References Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.) (2020). Handbook of peer interaction, relationships, and groups (2nd ed.). Guilford Press. Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y.-C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107–125. https://doi.org/10.1177/001440291107800107 Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1), 25–32. Jindal-Snape, D. (2005). Self-evaluation and recruitment of feedback for enhanced social interaction by a student with visual impairment. Journal of Visual Impairment & Blindness, 99(8), 486-498. https://doi.org/10.1177/0145482X0509900805 Sacks, S., & Gaylord-Ross, R. (1989). Peer-mediated and teacher-directed social skills training for visually impaired students. Behavior Therapy, 20(4), 619- 640. https://doi.org/10.1016/S0005-7894(89)80139-X Wolffe, K. E., Sacks, S. Z., Corn, A. L., Erin, J. N., Huebner, K. M., & Lewis, S. (2002). Teachers of students with visual impairments: What are they teaching? Journal of Visual Impairment & Blindness, 96(5), 293-304. https://doi.org/10.1177/0145482X0209600502

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