Division on Visual Impairments

VIDBEQ.61.4.Fall.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 10 To experience J-Brick click here: https://www.youtube.com/watch?v=yAZcRLOLbJk Student Use of Enhancements: Initial Findings I-ECS research is ongoing; final evaluation results will be available in the summer of 2017. Below we present initial findings that show the promise of enhancements in creating access. We also identify areas for further development or refinement. Physical and tactile enhancements: Overall, students were able to manipulate physical objects and use tactile markers/information to work through the steps of the activities. In most cases they remained engaged, revising their problem-solving approach multiple times when needed. Observation data suggest that students understood: the requirements for completing the physical/tactile tasks (e.g., the Muddy City would be fully paved when all districts were connected); the specific objective of the activity (e.g., the inter-connected paved road should be the short distance possible); and the associated computer science learning goal (e.g., that the paved road represented a computer network that was efficient and fast). As one student commented, "after I got to do the hands on activities, I thought that I really knew the material." 47

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