Introduction: In 2016, the United States transitioned to two new braille codes for science, technology, engineering, and mathematics (STEM). Little is known about the experiences of teachers of students with visual impairments in learning and supporting their students in learning these new braille codes: Nemeth Code within Unified English Braille…

Introduction: This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods: Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results: The…

Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over…

Specialized assessments, including the learning media assessment (LMA), are essential in appropriately planning and implementing instruction for students with visual impairments (Holbrook et al., 2017; Lusk et al., 2013). The LMA, first introduced by Koenig and Holbrook in the early 1990s, was designed to be an "objective process of…

Introduction: For practicing teachers of students with visual impairments, assistive technology has assumed an important role in the education of their students' assessment and learning of content. Little research has addressed this area; therefore, the purpose of the study presented here was to identify the teachers' self-reported possession of…

Introduction: This article presents a study that gathered data from 66 teachers of students with visual impairments about their preparation to work with children who are visually impaired and are learning English, and their knowledge of instructional strategies and methods of instruction. Methods: An online five-part survey was available to…

This, the 30th annual "National Child Count of Children and Youth Who Are Deaf-Blind," is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its…

While a nationwide study of vision problems in children has not been conducted in over 30 years, the most recent NHIS (National Health Interview Survey) study shows vision problems are common in children, with an estimated 13.5 million children ages 0-17 affected. As of 2002, 30 states plus the District of Columbia "required" vision…