Universities have a mandate to accommodate non-sighted students, but it has been widely reported by a considerable number of visually impaired students that they confront a plethora of difficulties in their pursuit of education. The present study employed a descriptive research design to delineate and record the attributes, viewpoints, and…

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This…

A single-participant multiple probe design across participants was used to evaluate the effectiveness of verbal rehearsal and graduated guidance to teach youth who were blind how to cross the street. This study replicated intervention procedures across settings along with the staggered entry of participants. Individuals learned to cross one or two…

Introduction: This article reports on a study of 196 teachers who shared their experiences and opinions related to how they were taught to use the Cranmer abacus. Methods: In February and March 2012, the participants completed an online survey to gather information about their preparation in using and beliefs about computation with the Cranmer…

Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

The author discusses the advantages and made to measure microcomputer programs for the partially sighted student. Several strategies for using the microcomputer in the classroom are suggested. (SW)

Offers guidelines for systematically planning and teaching visual efficiency to students with low vision, then outlines specific skills that are needed for orientation and mobility, and suggests games and activities that will promote visual efficiency. (DB)

Discusses various methods used to teach Braille, beginning with pre-Braille skills that must be developed before children reach school age. Also discusses various techniques used to teach Braille skills to students who have a severe vision loss or low vision and reviews different commercial programs designed to teach Braille reading to various…

The author examines research on the reading skills of students with partial vision, noting the educationally handicapping consequences (including problems in rapidly implementing alternative scanning strategies), and suggesting implications for placement and instructional decisions. (CL)

In one of several 2-week workshops, 35 blind and visually handicapped persons increased their braille reading speed from an average of 138 words per minute (wpm) to 710 wpm. (Author)

Three studies of Spanish students with low vision, aged 4-7, 8-11, and 12-17, found that, overall, the participants' scores for some dimensions of self-concept were lower than those of comparison groups of sighted students. Teaching strategies such as cooperative learning are suggested to help improve the self-concept and academic performance of…

Aimed at tutors with some experience of adult literacy work, this handbook offers information and advice that should help them adapt their teaching approaches to meet the needs of partially sighted students. It outlines the situations that are likely to arise during the tutoring situation with an explanation of common sense procedures and simple…

The sixth in a series of booklets on physical education and recreation for the handicapped describes aquatic activities for blind persons. Written by a partially sighted athlete, the document discusses swimming pool characteristics and special pools for the visually impaired. Qualities of swimming instructors are reviewed, and suggestions for…

An interdistrict project provided a mobility and orientation instructor to work with blind and partially sighted children. The instructor was also involved in consultation and cooperative planning with school personnel and in resource room programs. Training was given to 36 children, 15 of whom required formal instruction. Services were extended…