This study asked Teachers of the Visually Impaired to evaluate a shared reading intervention for Students with Intellectual Disabilities and Visual Impairments and how they felt about their preparedness to teach reading. There has been little research on the student population's literacy skills acquisition. For this study, TVIs evaluated stories the researcher revised using modified wording, tactile symbols, Braille, and assistive technology for their context, input, products, and processes. The teachers' evaluation indicated that teachers would value the use of the intervention or something very similar in their instructional practice of literacy to students with intellectual disabilities and visual impairments. Teachers felt that the overall outcomes for SWID and VI would be positive for literacy and communications. The study also found that many TVI felt unprepared to teach reading to their complex learners and would benefit from additional instruction from their institutes of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]