organizational partners, as well as Portland State University graduate students. In
the second article, Loana K. Mason, Kara F. Halley, Elizabeth Bolander, Michelle
Chacon, and Anna Cunningham describe a rubric that readers can use to critically
analyze fictional children's books that contain characters with visual impairments.
The authors provide information about their findings in fictional children's books
that have characters with visual impairments and recommendations for authors.
In the third article, Belinda Rudinger and Shannon Darst, share an overview
of assistive technology (AT) that is designed to be used with individuals with
visual impairments and share recommendations for trainings and strategies that can
be used with pre-service educators and current educators in the field of visual
impairment. The fourth article also explores AT. In this article, Wanda Routier,
Cassy Hollenbeck, and Ashley Ward share a plan for using the Wisconsin
Assistive Technology Initiative (WATI) framework and how it can inform the
selection of appropriate AT for students with vision loss. The issue concludes with
an article that explains the findings from a national survey on writing instruction
for students with visual impairments by Pamela Shanahan Bazis, Mackenzie
Savaiano, Michael Hebert, Derek B. Rodgers, & Natalie A. Koziol.
Are you doing something innovative in your teaching, professional
development, community, or research? Please submit a practitioner focused article
