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 18 of 83

; Lorem Ipsum Dolor Spring 2016 2 What materials should be provided in the classroom? These are questions that have become a normalcy in inclusive classrooms. With these questions in mind, it has become the goal of many to find answers, driving so many educators for students with visual impairments to find the best ways for their students to access the world of learning. It is because of their efforts and dedication that education in this field has grown throughout the years. Many adaptions and accommodations have been made to the core curriculum. Included in the core curriculum are mathematics and English language arts standards. These have become a huge focal point in education. It is understandable why this focal point would transfer over to adapting and accommodating the general education curriculum for students with visual impairments. Great efforts have been made to adapting mathematics, reading, and writing for students with visual impairments (Holbrook & Koenig, 2000). A teacher of the visually impaired can easily access resources and adaptations that can be used in these core subjects. These adaptations are incredible for the field of education for students with visual impairments. However, this huge focus on these core subjects has cast a shadow over other important academic subjects. 19

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