VIDBE-Q Volume 67 Issue 2
Pamela Shanahan Bazis,
University of Tennessee, Knoxville,
pbazis@utk.edu,
Mackenzie Savaiano,
University of Nebraska- Lincoln,
msavaiano2@unl.edu,
Michael Hebert,
University of Nebraska- Lincoln,
michael.hebert@unl.edu,
Derek B. Rodgers,
University of Nebraska- Lincoln,
derek.rodgers@unl.edu, &
Natalie A. Koziol,
University of Nebraska- Lincoln,
nkoziol@unl.edu
The research reported here was supported by the Institute of Education Sciences,
U.S. Department of Education, through award R324A190183 to the University of
Nebraska. The opinions expressed are those of the authors and do not represent the
views of the Institute or the U.S. Department of Education. Funding was provided
by Institute of Education Sciences (Grant No. R324A190183).
Lessons Learned from a National Survey on
Writing Instruction for
Students with Visual Impairment
