This practice report presents the study of a young girl named Laura, with ASD and visual impairment who was taught basic requesting skills through an adapted augmentative and alternative communication (AAC) system, which is an evidence-based practice for addressing communication with children who have ASD but has limited research efficacy for…

In this study, it is aimed to evaluating of learning probability of 4th grade science course curriculum learning outcomes by visually impaired students. Therefore, ability to gain learning outcomes has been examined. In addition to, in case of gaining of learning outcomes, "how to gain?" question was investigated. Document analysis…

Visually impaired or blind students require adjustments to the traditional hands-on activities and methodological and didactic strategies employed by the teacher. These adaptations are based on multisensory teaching tools, which reinforce the learning of all students in general. This paper presents simple teaching resources that allow students…

Students with visual impairments have the same span of cognitive abilities as their peers, but science instruction typically relies very heavily on vision. The preponderance of visually oriented and visually complex science concepts poses significant challenges to learning among students with visual impairment. This study is engaging, hands-on…

Children with visual impairments have unique learning needs because visual impairment impacts a child's ability to learn incidentally though observation (Lowenfeld, 1952, 1973). Literature suggests children with visual impairments do not perform independent living skills at the same level as their peers with typical vision (e.g., Lewis &…

This chapter outlines the role of vision-specific service providers for young children with visual impairments. The responsibilities of teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) specialists in special education programming for young children with visual impairments are overviewed. Basic information…

Paraprofessionals need support in successfully implementing literacy interventions to students with visual impairments. This study used a multiple-probe-across-participants design to evaluate the effectiveness of using performance feedback delivered by e-mail to increase paraprofessionals' implementation of constant time delay to teach braille…

Barriers to literacy complicate collaboration between English as a Second Language (ESL) teachers, content teachers, and teachers of students who are visually impaired (i.e., those who are blind or have low vision). Each teacher brings knowledge of practice in their field to the table, but where the overlap occurs for 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 the differences between students with significant cognitive disabilities who have cortical visual impairment (CVI) and those who have other types of visual impairment (VI).…

"Using Technology to Enhance Special Education," Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities. This cutting-edge book involves researchers, scholars,…

Courses at the postsecondary level continue to rely heavily on visual material that is accessible only to fully or partially sighted students. Tactile graphics work for many pedagogical purposes, but in some cases are insufficient; other information and concepts may be better conveyed through haptic exploration of 3D printed objects. However,…

We present a suite of inclusive games designed to address the needs of people with blindness or low vision. Particularly, through the employment of modern sonification strategies that achieves efficient perceptual representation of the game-play, several audio-games with different scenarios and application scope (entertainment and education) were…

Objective of this study is to help the basic standing position training to take its part among basic exercises of the visually impaired individuals, and to observe the effects of this training on walking and balance skills. Method: 8 visually impaired sedentary individuals with impairment levels of B1 and B2 and ages of 18 to 24 voluntarily…

Amblyopia risk factors in children with autism spectrum disorders (ASD) are usually hard to detect in early childhood due to poor cooperation and has not been reported in the Chinese population. We screened 168 Chinese children with ASD, aged between 3 and 8 years, and 264 age-matched neurotypical children with Spot photoscreener and basic…

Introduction: Accessibility of Voice over Internet Protocol (VoIP) systems was tested with a hands-on usability study and an online survey of VoIP users who are visually impaired. The survey examined the importance of common VoIP features, and both methods assessed difficulty in using those features. Methods: The usability test included four paid…