Division on Visual Impairments

VIDBEQ.70.3.Summer.Issue.2025

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.

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VIDBE-Q 2025 Volume 70 Issue 3 Unal, H., Jakubowski, E., & Corey, D. (2009). Differences in learning geometry among high and low spatial ability pre-service mathematics teachers. International Journal of Mathematical Education in Science and Technology, 40(8), 997–1012. https://doi.org/10.1080/00207390902912852 van Hiele, P. M. (1999). Developing geometric thinking through activities that begin with play. Teaching Children Mathematics, 6(6), 310–316. www.nctm.org Verver, S. H., Vervloed, M. P. J., & Steenbergen, B. (2020). Characteristics of peer play in children with visual impairments. Research in Developmental Disabilities, 105. https://doi.org/10.1016/j.ridd.2020.103714 Wild, T. A., Herzberg, T. S., & Hicks, M. A. C. (2022). An examination of early intervention services for children with visual impairments during the COVID-19 pandemic. Journal of Visual Impairment and Blindness, 116(6), 764–773. https://doi.org/10.1177/0145482X221144043 Wong, Y. (2022). The influence of origami on mathematics study. Creative Education, 13(07), 2264–2274. https://doi.org/10.4236/ce.2022.137143 Zebehazy K. T., & Wilton A. P. (2014). Charting success: The experience of teachers of students with visual impairments in promoting student use of graphics. Journal of Visual Impairment & Blindness, 108(4), 263–274. https://doi.org/10.1177/0145482X1410800402

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