Division on Visual Impairments

VIDBE-Q 67.2 Spring 2022

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.

Issue link: http://dvi.uberflip.com/i/1465739

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Character Traits The main character with a visual impairment was rated as being portrayed as either incapable/capable, dependent/independent, inferior-superior/equal, a non- user/user of specialized tools and techniques, and one-dimensional/multi- dimensional. Blindness as a dominant/subliminal characteristic was also rated. The overall score for this inclusivity factor was .23, which puts it in good standing. Of particular strength were the tendency for characters to be portrayed as capable, independent, and equal. The overall weighted average for adjustment phase is 5.98, which correlates to the Re-Assessment and Re-Affirmation stage. Of concern, were the tendency for blindness to be the dominant trait and for the character to be one- dimensional. In fact, 91% of the main characters were functionally blind, and only 3% had additional disabilities. One book featured supporting characters with additional exceptionalities. While Milian and Erin (2001) emphasize multiple dimensions of identity that include age, disability, ethnicity, gender, religion, sexual orientation, and socio-economic status. Most of the books focused exclusively on disability. In regard to the main character with a visual impairment, four stories had an elderly character; eight had a person of color, 18 featured a female (and none featured a non-binary character); 2 specified religion (Buddhism and Judaism); none overtly discussed sexual orientation, but heterosexuality was implied for two characters; and lower socio-economic status was implied in at least

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