This study investigated the self-concept of students with vision impairment who were placed in specialist and mainstream educational settings in South Australia. Self-Concept was explored across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The "Tennessee Self-Concept…

Introduction: The present study assesses the performance of students who are visually impaired (that is, those who are blind or have low vision) in braille reading accuracy and examines potential correlations among the error categories on the basis of gender, age at loss of vision, and level of education. Methods: Twenty-one visually impaired…

We would describe teaching literacy through braille as one of the most rewarding and challenging aspects of the role of a Qualified Teacher for the Visually Impaired (QTVI). This article focuses on teaching literacy through braille in mainstream settings whilst promoting inclusion and meeting the social-emotional needs of children who use braille.…

This article reports on a multiple-case study that found a relationship between the proximity of paraeducators and the interactions of students with visual impairments with teachers and sighted students in general education classrooms. More interactions were found with teachers and peers in the classrooms when paraeducators were physically distant…

Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a…

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…

Braille printouts create textbooks and help train blind programmers at the University of Manitoba. (Author)

Discusses teaching methods and instructional aids developed to integrate blind students into a private class for elementary-school-aged piano students. Instructional aids incorporate auditory and tactile stimuli to teach music notation skills. Commercial games, like Bingo, were modified with Braille symbols to teach rhythm concepts. (AM)

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), 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…

Describes an education professor's efforts to equalize opportunities for a blind student teacher in her reading instruction class. The class was better for sighted students because of the blind student's presence and the modifications made to accommodate her lack of sight. Accommodation challenges are even greater for elementary teachers with…

Forty visually impaired college students and older people were surveyed concerning improvements in Norway's educational system. The survey focused on attendance at mainstreamed or special schools, counseling services, braille books and talking books, and the need for a personal reader. (Author/JDD)

Asserts that legal mandates increase the probability that postsecondary instructors will have blind and visually impaired students in their classrooms. The graphical and symbolic notations used in economics courses present special problems for these students. Recommends and describes the usage of tactile graphs and raised line drawings. (MJP)

Discusses some of the challenges faced by blind and visually impaired students, and some of the tools available to help these students in their efforts to learn mathematics. Argues that much of the language of mathematics relies heavily on visual reference. (DDR)