;
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that teachers of students with visual impairments work closely with
family members to ensure that children integrate these skills across
all of the environments in which they spend time. When students
develop skills in these areas, they are better prepared to
successfully meet the demands of full participation in the home, at
school, and in the community.
References
California Department of Education. (1986). Program guidelines for
visually impaired individuals. Sacramento, CA: Author.
Corn, A. L., Hatlen, P., Huebner, K. M., Ryan, F., & Siller, M. A.
(1995). The national agenda for the education of children and
youths with visual impairments, including those with multiple
disabilities. New York, NY: AFB Press.
Curry, S. A., & Hatlen, P. H. (1988). Meeting the unique educational
needs of visually impaired pupils through appropriate
placement. Journal of Visual Impairment & Blindness, 82(10),
417-424.
Guerette, A. R. (2014). Compensatory access. In C. B. Allman & S.
Lewis (Eds.), ECC Essentials: Teaching the expanded core
curriculum to students with visual impairments (pp. 61-116).
New York, NY: AFB Press.
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