Division on Visual Impairments

VIDBE Quarterly Volume 60(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.

Issue link: http://dvi.uberflip.com/i/548082

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; Lorem Ipsum Dolor Spring 2016 26 Cattaneo, Z. & Vecchi, T.(2011). Blind vision. Cambridge, MA: Massachusetts Institute of Technology. Charmaz, K. (2003). Grounded theory: Objectivist and constructivist methods. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Strategies of qualitative inquiry2nd ed., 249-291. City, E. A., Elmore, R. F., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press. Elstgeest, J. (2001). The right question at the right time. In Harlen, W. (2001). Primary science: Taking the plunge 2 nd ed. (pp.25-35). Portsmouth, NH: Heinemann. Jones, M. G., Minogue, J., Oppewal, T., Cook, M. P., & Broadwell, B. (2006). Visualizing without vision as the microscale: Students with visual Impairments explore cells with touch. Journal of Science Education & Technology, 15(5/6), 345-351. McNeill, K.L. & Krajcik, J. (2011). Supporting grade 5–8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. Boston, MA: Pearson Education. Lynch, S., Taymans, J., Watson, W., Ochesendorf, R., Pyke, C., & Szesze, M. (2007). Effectiveness of a highly rated science curriculum for students with disabilities in general education classrooms. Exceptional Children. 73(2), 202-223. Mastopieri, M. (2005). Margo Mastopieri on science education and students with disabilities. In Carin, A., Bass, J., & Contant, T. (Eds.), Teaching science as inquiry (pp. 287-288). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall. Mastropieri, M., Sruggs, T., Boon, R., & Butcher Carter, K. (2001). Correlates of inquiry learning in science. Remedial and Special Education, 22(3), 130-137. 53

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