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Lorem Ipsum Dolor Spring 2016
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technology of all realms. Carreon, Wilton, and McKerracher begin their
chapter by familiarizing the reader with various forms of accessibility
programming and tools commonly used by individuals with visual impairments
for the computer, tablet and other technology sources. They also provide the
reader with assessment considerations and suggestions on recommending
assistive technology for the student with CVI.
Part IV
In chapter 19, Lueck and Dutton provide the reader with some
beginning principles to follow for implementing interventions for children with
CVI. They share with the reader specific goals and strategies that have been
found to be extremely important and successful for all students with CVI. The
reader is given strategies for all areas of intervention, such as adaptation and
the
student's social and psychological success. Lueck and Dutton give a
process for planning intervention and ways to encourage other professionals
working with the student to make accommodations.
Dutton and Lueck also provide ongoing assessment guidance for
working with very young children in chapter 20. They share with the reader
the difference in steps for appropriate ongoing assessment with a child that is
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