VIDBE-Q 2025 Volume 70 Issue 1
Griffin-Shirley, N., Koenig, A. K., Layton, C. A., Davidson, R. C., Siew, L. K.,
Edmonds, A. R., & Robinson, M. C. (2004). A survey of teachers of
students with visual impairments: Responsibilities, satisfactions, and needs.
RE: View, 36(1), 7-20.
Hebert, M., & Savaiano, M. E. (2021). A survey of the writing instructional
practices of Nebraska teachers of students with visual impairments.
Exceptionality, 29(4), 294-309.
Hogue, L. B., & Taylor, S. S. (2020). A review of special education caseload
policies state by state: What impact do they have? Journal of Special
Education Leadership, 33(1), 25-35.
Mauro, P., and Morris, N. (Eds.). (2015). Ohio guidelines for working with
students who are blind or visually impaired. Center for Instructional
Supports and Accessible Materials.
Meador, C. A. (2015). Meeting the needs of visually impaired students in
Washington state: An exploratory study of the working conditions that affect
teachers of the visually impaired. [Doctoral dissertation, Washington State
University.] ProQuest Dissertations and Theses Global.
Pogrund, R., & Cabrera-Garcia, L. (2023, September). Excessive workload? The
new workload analysis tool for itinerant vision professionals, the VISSPA,
may help! [Conference session]. Online TVI Symposium, online.
