Introduction: The learning media assessment (LMA) process is the mechanism professionals use to determine a student's optimal learning and reading media. Currently, no tool has been validated for the purpose of conducting the LMA process. Methods: A Delphi approach was used whereby a panel of identified experts in the LMA process went through…

The difficulties faced by teachers at a Special Public School in teaching Balinese script literacy to visually impaired children have resulted in low literacy skills in Balinese script among these students. In order to maximize Balinese script learning, appropriate learning media tailored to the characteristics of visually impaired children are…

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…

Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can…

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…

Louis Braille developed a six-dot braille code in the early 1800s, thus creating an effective way for persons who are visually impaired to communicate through reading and writing (Holbrook, D'Andrea, & Sanford, 2011). Students with visual impairments require braille instruction from teachers of students with visual impairments, who are responsible…

We explored the notion of what constitutes literacy, particularly as it pertains to individuals who are blind or with visual impairments, including those that do not use Braille as their primary way to access and produce text. Four groups of stakeholders participated in the study: a) college students who were blind or with visual impairments, b)…

Educators of students with visual impairments have long advocated that children who read and write in braille benefit from access to and use of a braille note-taker (BNT) with refreshable braille display. However, little research exists that evaluates whether using a BNT impacts literacy. In this single-subject study, authors investigated if using…

Introduction: Parents who were the primary caretakers of children in the Alphabetic and Contracted Braille Study (ABC Braille Study) revealed their perspectives about braille literacy. Methods: A 30-item questionnaire was constructed by the ABC Braille research team, and researchers conducted telephone interviews with 31 parents who were the…

The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some…

The Alphabetic Braille and Contracted Braille Study examined the reading and writing skills of young braille-reading students. Students who were introduced to more contractions earlier in instruction performed better on reading measures, such as vocabulary, decoding, and comprehension, but all students did well in spelling. Thus, the authors…

This study explored the choices of literacy media for independent study of students with visual impairments. The predictors that were taken into account were teachers' use of technology, experience in teaching, and mastery of braille and the knowledge of braille of students, parents, and close friends.

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…