Introduction: The purpose of this article was to conduct a systematic review of peer-reviewed studies on factors related to employment in consumers who are visually impaired using Rehabilitation Services Administration (RSA-911) Case Service Report data. Methods: We used database, hand, and ancestral search strategies to systematically identify…

Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of U.S. teachers of students with visual…

This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The…

Objective: This study assessed a new Speech Generating Device (SGD) for supporting request responses in five participants with intellectual and multiple disabilities. Methods: The technology involved a smartphone, a series of mini objects or of cardboard chips with pictures, and special software. When the participants placed one of the mini…

Introduction: The purpose of this study was to determine how many young children and students (birth to 22 years old) were identified with visual impairments and receiving special education services in the United States. Professionals estimate at least 50% of students with visual impairments have additional disabilities and are not identified as…

This review presents the evidence on the prevalence of visual impairments in children and adults with Autism Spectrum Disorder (ASD), and the similar behavioural traits associated with both visual impairment and autism. A systematic literature review was conducted using online databases. Seven studies explored the incidence of visual impairments…

The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…

The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular…