University instructors were surveyed to determine the requirements for their literary braille courses. Twenty-one instructors provided information on the textbooks they used; how they determined errors; reading proficiency requirements; and other pertinent information, such as methods of assessing mastery of the production of braille using a…

This document updates "Accommodations: Assisting Students with Disabilities. A Guide for Educators," published by the Florida Department of Education (FDOE) in 2003. This document is written to assist school district personnel and parents when making decisions about the use of accommodations by students with disabilities in instructional…

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…

Emergent literacy can be viewed as skills that are precursors to later reading and writing (Sulzby & Teale, 1991) or can be more broadly conceptualized as literacy acquisition that occurs along a developmental continuum. Because children with disabilities, such as visual impairments, can be at risk for later reading difficulties, it is critical…

Title II, Section 504 of the U.S. Department of Education's Office for Civil Rights (OCR) requires community colleges to provide access to print and computer-based information for students with visual impairments. In response, the Chancellor's Office of the California Community College system prepared a budget change proposal (BCP) for the…