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This article reports on a certification examination for teachers of students with visual impairments--the National Literary Braille Competency Test (NLBCT). It discusses the history, development, pilot testing, and validation of NLBCT and the creation of the National Certification in Literary Braille. Data on the current administration of the test and directions for future development are presented. [ABSTRACT FROM AUTHOR]

The article presents a study which investigated how hand dominance affect reading patterns of children who are beginning to read braille. It outlines the characteristics of the braille-reading students who participated in the study. Hand dominance of the braille-reading students was analyzed using reports by teachers of students with visual impairments. The study has revealed a lack of statistically significant correlations between hand dominance and the braille reading patterns that the students used.

Teachers of students with visual impairments and paraeducators who work with students with visual impairments were surveyed to determine if previous research related to the competencies needed by teachers who supervise paraeducators applied to this subset of special educators. Both groups confirmed the importance of the competencies, but identified differences in their demonstration by teachers of students with visual impairments. [ABSTRACT FROM AUTHOR]

This study investigated the use of assistive technology by students in the United States who are visually impaired through a secondary analysis of a nationally representative database. It found that the majority of students were not using assistive technology. Implications for interventions and potential changes in policy or practice are discussed. [ABSTRACT FROM AUTHOR]

This study compared the spelling skills of students who are braille readers to a normative sample. The Test of Written Spelling was administered to 23 students who are blind at various grade levels to ascertain their spelling ability. A one-sample t-test indicated no significant difference in spelling ability. Implications are discussed. [ABSTRACT FROM AUTHOR]

This study compared the use of computers and telephones by preadolescent and adolescent students with visual impairments and those with other disabilities using data from the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2. It found that both groups of students with visual impairments used computers and received telephone calls significantly less often than did students in some other disability groups. The implications of these findings for the isolation of students with visual impairments and training in assistive technology are discussed. [ABSTRACT FROM AUTHOR]

This study compared academic achievement by sighted versus visually impaired students at Polish universities and analyzed potential between-group differences on various personality traits and their impact on academic grades. Although there was no main effect of visual status on academic achievement, there were some significant differences between the personality traits of the visually impaired and sighted groups. [ABSTRACT FROM AUTHOR]

Abstract: Because students with visual impairments need auditory materials in order to access information, listening comprehension skills are important to their academic success. The present study investigated the effectiveness of summarization-based cumulative retelling strategy on the listening comprehension of four visually impaired college students. An adapted multiple-investigation design across subjects was used. Findings suggest that the instructional procedures led to increased listening comprehension among participants, and that these gains were maintained at follow-up 30 days later. [ABSTRACT FROM AUTHOR]

This article describes a group training program for sighted trainee orientation and mobility (O&M) instructors in South Africa, where the need for O&M instructors is great and the availability of services is limited. The outcome was positive and encouraging and provides the initiative for the findings to be more broadly applied and for further study of the application with clients. [ABSTRACT FROM AUTHOR]

This article presents an approach to teaching street crossing to students who are visually impaired. Years ago, street crossing was a straightforward task for travelers with visual impairments, that is, those who are blind or have low vision. The intersections were predictable, and there were standard, highly successful procedures using reliable vehicular sounds for crossing them safely. Presently, the task of crossing streets is complex. Intersections and traffic signals are unpredictable, right-turn-on-red and other features require adaptations to the standard street-crossing procedure, cars are quieter, and vehicular sounds are no longer reliably present. In situations in which the visually impaired person can see or hear the approaching traffic well enough to know that there is a gap that is long enough to cross, the risks are negligible when he or she crosses during those gaps.

Abstract: This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers' practices. [ABSTRACT FROM AUTHOR]

Abstract: This study investigated the effectiveness of the leadership of principals and superintendents of schools for students who are visually impaired from their teachers' perspectives. The findings indicated that these school leaders fell short of the teachers' expectations on various aspects of leadership. [ABSTRACT FROM AUTHOR]

Abstract: This article reports on a study of self-esteem and empathy among 71 students with visual impairments and 88 sighted students. No significant difference was found between the two groups of students in their levels of self-esteem, empathy toward others, and bonding with pets. [ABSTRACT FROM AUTHOR]

Describes the design and administration of crossing guard program, a safety patrol program at a residential school for students who are blind or visually impaired. Guidelines for the crossing guards to present the program to the school's administrators for approval; Nomination of students; Program evaluation.

Abstract: This study found that between 2000 and 2002, the percentage of students with visual impairments in the general student population of Texas was close to a previously quoted figure of 0.15%. In addition, the percentage of students with visual impairments who were identified as totally blind was found to be 4%-5% higher than the previous estimate of 20%. There was some indication that the prevalence or reporting of visual impairment in school-age children was different across different ethnic groups. [ABSTRACT FROM AUTHOR]

Abstract: This study compared the reading and spelling skills of students who were taught to read using uncontracted braille versus those who were taught to read using contracted braille. It found no descriptive differences between initial instruction in the two types of braille. [ABSTRACT FROM AUTHOR]

Presents information on a study which determined the sociodemographic characteristics of visually impaired students who won Career Incentive Awards and the impact the awards had on their self-esteem. Information on the awards; Methodology of the study; Results and discussion; Implications.

Abstract: This article reports on a study of the preferences in learning styles for 214 students, aged 10-17, with visual impairments and their sighted peers. Students with or without visual impairments did not differ in their frequency for preferences for either an extroverted or introverted style. However, in contrast to their sighted peers, students with visual impairments more frequently preferred practical, thinking, or organized styles. Also in contrast with their sighted peers, boys with visual impairments tended to prefer extroverted styles and girls with visual impairments tended to prefer introverted styles. Visually impaired students aged 10-15 generally displayed a preference for thinking styles, and those older than 15 preferred feeling styles. Those aged 10-12 generally preferred more organized styles, whereas those older than 15 generally preferred more flexible styles. [ABSTRACT FROM AUTHOR]

Focuses on the effect of inclusive education settings on students who are blind or visually impaired. Responsibilities of the teachers of visually impaired students; Barriers in teaching social interaction to blind and visually impaired students; Advice on teaching social interaction for the blind and visually impaired students.

Presents a demographics update on the race and ethnicity of persons with visual impairments, education of children with disabilities, and living arrangement of older Americans. Findings of the 1991-92 Survey of Income and Program Participation conducted by the United States (US) Census Bureau; Statistics from the US Department of Education on American students who participate in federally funded programs for children with disabilities.

The article offers information on the hands-on training workshop based on the American Foundation for the Blind (AFB) Press publication, "Looking to Learn: Promoting Literacy for Students With Low Vision," edited by Frances Mary D'Andrea and Carol Farrenkopf, scheduled for October 18-20, 2007 in Atlanta, Georgia. The workshop will include instructional strategies for the use of optical and nonoptical devices that can assist individuals with low vision in the development, maintenance, and enhancement of literacy skills.

Presents the experiences of a visually impaired high school student in starting a small business to meet his unique Individualized Education Program goals and objectives. Preparations made by the student in setting up a mobile snack service for the staff members of a local and self-contained special education school; Experiences gained by the student in starting up the business; Benefits of the business to the student.

Provides information on the 16th Annual National Federation of the Blind's Braille Readers Are Readers Contest. Sponsors; Purpose of the contest; Categories to be competed by blind students.

This article reports that California-based Exceptional Teaching Aids has changed its name to Exceptional Teaching in May 2005. The company will remain dedicated to finding and producing products for teachers of students with visual impairments, special needs, or high school students in transition; rehabilitation specialists; parents of children with visual impairments or special needs; occupational therapists; orientation and mobility instructors; and classroom teachers.