VIDBE-Q 2025 Volume 70 Issue 2
The first article, by Jason Stark and Cindy Camp, provides valuable
information about the Described and Captioned Media Program. Read more to
learn about accessible education videos for students, as well innovative methods
for captions, audio description, and sign language. Next, read about how you can
promote increased independence for students with visual impairments while
painting. Leslie Walsh, David Ray Gutierrez Miranda, and Jasmine Begeske share
nine recommendations for adapting painting for students and incorporating visual
art into your classroom.
The third article, by Amy Query, Beth Brady, Sarah Ivy, and Paige Furbush,
provides valuable information about one school's implementation of a standardized
tangible symbol set. This article will provide you with valuable recommendations
and information for supporting a school-wide system to integrate tangible symbols.
The final article, by Anna Tess, suggests strategies for using evidence-based
practices for teaching students with sensory impairments from the field of Autism.
These articles will remind you of a favorite session at CEC and inspire you as you
finish the school year.
Are you working on something in the field of visual impairments and
deafblindness that you would like to share with our members. Email me
(Kathleen.Farrand@asu.edu) for more information and to submit an article for the
Summer Back-to-School issue.
