Division on Visual Impairments

DVI Quarterly Volume 59(3)

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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; Lorem Ipsum Dolor Spring 2016 27 order to pinpoint why a student may be struggling to understand graphics. For example, is it due to the lack of sufficient textual information (i.e., a need for accompanying descriptions)? Is it due to the student not knowing how to problem-solve when encountering ambiguous information? Does the student need to improve his or her technical skills (e.g. systematic scanning)? Or, is the graphic itself distracting the student from the intent of the task? The more information we can gain as practitioners about why a task is challenging, the more effectively we can design our instruction. References Lewalter, D. D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning & Instruction, 13(2), 177. Morash, V., Connell Pensky, A. E., Alfaro, A., & McKerracher, A. (2012). A review of haptic spatial abilities in the blind. Spatial Cognition & Computation, 12(2/3), 83-95. doi:10.1080/13875868.2011.599901 Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning from online lessons. Computers In Human Behavior, 28(5), 1618-1625. doi:10.1016/j.chb.2012.03.026 Zebehazy, K.T., & Wilton, A.P. (2014). Straight from the source: Students with visual impairments' perceptions about graphic use. Journal of Visual Impairment & Blindness, 108(4), 275-286. Zebehazy, K.T., & Wilton, A.P. (2014). Charting success: The experience of teachers of students with visual impairments in promoting graphic use by students. Journal of Visual Impairment & Blindness, 108(4), 263-274. Zebehazy, K.T., & Wilton, A.P. (2014). Quality, importance, and instruction: The perspective of teachers of students with visual impairments on student graphic use. Journal of Visual Impairment & Blindness, 108(1), 5-16. 53

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