Division on Visual Impairments

VIDBEQ.61.2.Spring.2016

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 20 Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. Re:view, 28(1), 25-32. Hatlen, P. H., & Curry, S. A. (1987). In support of specialized programs for blind and visually impaired children: The impact of vision loss on learning. Journal of Visual Impairment and Blindness, 81, 7-13. Hazekamp, J., & Huebner, K. M. (1989). Program guidelines for visually impaired individuals. Heumann, J. E., & Hehir, T. (1995). OSEP policy guidance on educating blind and visually impaired students. Washington, DC: U.S. Department of Education. Huebner, K. M., Merk-Adam, B., Stryker, D., Wolffe, K. (2004). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities (2 nd ed.). New York, NY: AFB Press. Lipman, L. H., Ryberg, R., Carney, R., Moore, K. A. (2015). Workforce connections: Key "soft skills" that foster youth workforce success: Toward a consensus across fields. [Child Trends Publication #2015-24]. Washington, DC: Child Trends. Lowenfeld, B. (1973). Psychological considerations. In B. Lowenfeld (Ed.), The visually handicapped child in school (pp. 27–60). New York, NY: Day. McGuire, J., & McDonnell, J. (2008). Relationships between recreation and levels of self-determination for adolescents and young adults with disabilities. Career Development for Exceptional Individuals, 31(3), 154-163. 135

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