Division on Visual Impairments


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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Page 17 of 83

Determining the Effectiveness of an Adaptive Science Curriculum for Students who are Visually Impaired Heather Browne, Student, Kutztown University hbrow808@live.kutztown.edu When working in the education field, the chief concern of any educator is to ensure the unlimited access to the world of learning. This becomes a delicate task when working with students who are blind or visually impaired, as vision is one of the primary channels of learning. In the classroom, especially elementary education, the use of visual skills is heavily relied on to learn basic concepts. Thinking back to the beginning of our educational careers, we will think of the alphabet borders, anchor charts, lessons on the board, and many other learning techniques. Well, it can be said that these elements of a classroom have not changed over the years. Even with the introduction of technology in classrooms, we still see a heavy reliance on visual skills. Along with visual skills needed to learn, we have also seen a push for continuous growth of kinesthetic learning. Though what does that mean for students who are blind or visually impaired in the general education classrooms? Does this mean that they should just take a back seat with little participation in the classroom? What are they able to do in group projects? 18

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