Division on Visual Impairments

DVI Quarterly Volume 58(2)

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/216471

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Grassi, E. A., & Barker, H. B. (2010). Culturally and linguistically diverse exceptional students. Los Angeles, CA: Sage Publications. Greenen, S., Powers, L. E., & Lopez-Vasquez, A. (2005). Barriers against and strategies for promoting the involvement of culturally diverse parents in school-based transition planning. The Journal for Vocational Special Needs Education, 27(3), 4-14. Hart, J. E., Cheatham, G., & Jimenez-Silva, M. (2012). Facilitating quality language interpretation for families of diverse students with special needs. Preventing School Failure, 56(4), 207-213. doi:10.1080/1045988X.2011.645910 Harbour, C. P., Middleton, V., Lewis, C., & Anderson, S. K. (2003). Naming the other: How dominant culture privilege and assimilation affect selected underrepresented populations at the community college. Community College Journal of Research and Practice, 27(9-10), 829-842. Marshall, H. (2001). Cultural influences on the development of self-concept: Updating our thinking. Young Children 56(6), 19–25. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141. Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive pedagogy. Multicultural Perspectives, 14(1), 44-49. doi:10.1080/15210960.2012.646853 Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247. Weiner, L. (2006). Challenging deficit thinking. 51

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