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VIDBE-Q Volume 62 Issue 3
behaviors in any way. Thus, it would be a nice addition to read a student's tale of how he or
she responded in that situation.
In addition to providing stories from real college students, another way to better show
readers what success in school looks like would be to take better advantage of the inclusion of
graphics. Images of students with visual impairments, many being images of the same
student, are provided throughout the book. These images of students do not enhance the text
in any way. Instead, examples of students' notes, folders, and organizational systems would
provide a more useful tool for readers. It is true that many of the book's intended readers
cannot access those images; however, students with low vision would benefit from a visual
representation of the illustrative text that the author does provide.
College Bound synthesizes information easily found elsewhere into one convenient
resource. Such a resource would most benefit parents, guidance counselors, and teachers
who want to know how they can best assist students with visual impairments. While parents,
guidance counselors, and teachers may have been considered as a possible secondary
audience, this book is written directly to students with visual impairments using imperative
language. Teenagers may not respond favorably to being told what they must do.
Additionally, suggestions made in the book do not appear to account for the prior knowledge
and experiences of students who have made it far enough academically to be heading to
college. Chances are good that students in this category have taken notes and used
computers before.
Overall, College Bound: A Guide for Students with Visual Impairments serves as a
useful repository of information to be consulted throughout the college preparatory process.
The appendices of templates and additional information will likely prove invaluable to students
navigating this process. A copy of this book would do well to exist in guidance counselor
offices across the country.
