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Introduction: This mixed-methods study examined self-determination at a summer sports camp for youths with visual impairments (i.e., those who are blind or have low vision). Educators of students with visual impairment have reported that the expanded core curriculum should be taught outside of the school day and have reported placing a lower priority on teaching self-determination skills during school hours. Methods: Athletes at a mid-Atlantic sports camp for youths with visual impairments responded to the American Institute for Research (AIR) Self-Determination Scale survey regarding perceptions of their own self-determination across three settings, a questionnaire about their experiences of self-determination during camp, and interviews about their understanding of self-determination at camp. Adult coaches responded to a questionnaire concerning opportunities for athletes to develop self-determination skills. Results: A repeated measures ANOVA on composite scores of AIR Self-Determination Scale across home, school, and camp settings revealed athletes were statistically significant, F(2.13) = 24.24, p <.001. Athletes were more confident in their self-determination skills at camp (M = 26.6, SD = 3.33) compared to home (M = 19.1, SD = 5.76) and school (M = 19.2, SD = 5.21). Athletes reported the camp setting allowed for the development of self-determination skills by fostering positive relationships between coaches and athletes, providing emotional support, and promoting inclusion with respect to visual impairment. Limitations included the small sample size, question comprehension, shortened data collection, busy environment, and nature of the relationship between participants and researchers. Discussion: This research will contribute to literature related to teaching self-determination skills to young people with visual impairments and has implications for classroom learning. Implications for Practitioners: Low student-to-staff ratios, access to adapted sports, options to follow one's interests throughout the day, and goal-setting are aspects of camp that educators can adopt to promote self-determination in school. [ABSTRACT FROM AUTHOR]

Introduction: This article covers the technical development and usability testing of 4to24, a mobile application (app) for students with visual impairments and their parents. The app includes information and resources on numerous topics to support and encourage preparation for employment from an early age. Methods: We partnered with technical developers from the blindness field to design and develop the app using an iterative approach that included usability testing at two key points in the development process. Technical developers incorporated accessibility into the app's design as it was built. Researchers conducted two rounds of usability testing with a total of 9 parents and 10 students. Participants completed specific tasks in the app and completed the System Usability Scale (SUS) to assess the app's usability. Results: Mean SUS scores were 80.83 for Round 1 and 83.75 for Round 2, indicating above-average usability at both time points. In each round, participants provided feedback on the app interface and identified issues impacting the app's ease of use. Discussion: We devised a system that automatically sends relevant informational modules to users based on the student's age, grade level, experience, and progress. The iterative design process allowed us to seek user feedback through usability testing and correct identified issues as development progressed, resulting in an intuitive and easy-to-use app. We also assessed and corrected accessibility issues as they arose, ensuring that the app met users' accessibility needs. Implications for Practitioners: 4to24 is a usable and accessible mobile app that provides parents and students with relevant, timely information and resources to help students prepare for employment as they grow. [ABSTRACT FROM AUTHOR]

Introduction: Proficient use of technology requires many intersecting skills including literacy, citizenship, advocacy, self-determination, and digital competence. In this study, the authors engaged experts in the field of visual impairment in focus groups with the purpose of defining digital competence, discussing issues related to visual impairment, identifying specific skills, and organizing technology competencies. Methods: Purposeful sampling was used to recruit 32 assistive technology and literacy experts in the field of visual impairment to participate in a series of focus groups. Each focus group was presented with four main topics (1) defining digital competence, (2) identifying specific considerations for individuals with visual impairments (i.e., those who are blind or have low vision), (3) forming a list of technology competencies, and (4) categorizing competencies into an organized structure. Within-group consensus and across-group data saturation were achieved after nine focus groups were conducted via teleconferencing. Results: Focus groups led to three significant findings. First, the consensus was reached by participants on the definition of digital competence. Second, participants agreed upon considerations for individuals with visual impairments. Third, a set of 41 competencies was created. A consensus was not reached on categorizing the competencies. However, several themes arose including the need to address problem solving, accessibility, self-advocacy, citizenship, and self-determination, in addition to technology skills. Discussion: Authors concluded the study by presenting a framework for digital competence that may be used to guide future research. Implications for Practitioners: Students' success in digital learning environments is predicated on skills that extend beyond device usage. In addition to using digital tools efficiently and effectively, instruction should include opportunities for self-determination, access, problem solving, critical thinking, citizenship, and advocacy. [ABSTRACT FROM AUTHOR]

Introduction: This article describes the field test of 4to24, a transition application (app) for parents of and students with visual impairments. In this stage of the development process, researchers evaluated the app's usability and gained feedback on app use and experience from end users. Methods: Participants, including 27 parents of and 19 students with visual impairments, used 4to24 for 6 months. They completed a baseline survey, a survey about the account setup process, and three additional surveys at 2-month intervals (i.e., 2, 4, and 6 months). Results: Participants found the app account setup process quick and easy to complete. Parents and students used the app more frequently during the first 2 months, and then app usage decreased over time. Participants' average ratings for app enjoyability, ease of use, understandability of information, and relevance of information were generally high and consistent across time points. Participants found 4to24 useful to track activities to help students prepare for college and work, and most planned to continue using it after the study. Discussion: Findings indicate that the app was usable, enjoyable, easy to use, and helpful. The decline in app usage over the 6 months may signify that participants lost interest, were impacted by the COVID-19 pandemic, or spent more time working on activities within the modules. Students rated app enjoyability and relevance higher than parents, which may relate to the language and tone of the student-focused modules. Introductory topics may have been unnecessary for some parents, which could have contributed to their lower relevance ratings. Implications for Practitioners: Service providers can inform parents and students about 4to24 and its potential benefits. 4to24 can encourage conversations about college and work, provide resources and activity suggestions, and serve as a resource for parents who are not connected or knowledgeable about services. [ABSTRACT FROM AUTHOR]

Introduction: "High-tech" assistive technology (AT) plays a critical role in the lives and educational experiences of students with visual impairments (i.e. those who are blind or have low vision). However, little is known about how these students actually use AT within their educational programs. Methods: A survey examining AT use and services among 51 students with visual impairments addressed their personal characteristics, device characteristics, device usage, AT assessment, and AT instruction. In addition, 12 teachers provided perspectives on their district's AT services and policies. Results: Students primarily used commercially available AT to access print. Some variations in use were found between elementary and secondary students. Instruction of devices was highly aligned with students' device use. Discussion: High-tech AT can meet diverse needs among students with visual impairments. Individualization of AT selection and services remains essential. Implications for Practitioners: Educators should consider AT for a broad range of student needs, promote device use at home, reflect on their instruction, and pursue professional development in this area. [ABSTRACT FROM AUTHOR]

Introduction: Accommodations are essential for the successful participation of individuals with visual impairments in post-secondary education and employment. Passive experiences with accommodations in school, plus a complex advocacy process warrant the need to support students to engage in the accommodations process. Methods: Four high school students with visual impairments were taught the Student Self-Accommodation Strategy. A parallel multiple-case design was used to determine how and how well the participants learned and used the strategy and to investigate their development of metacognitive knowledge and self-regulated learning (SRL) skills. Results: The participants all learned the strategy to varying extents. The cross-case analysis revealed that recall and understanding the purpose of the strategy supported strategy performance but were not associated with in-class use of the strategy. Additionally, participants did not experience changes with metacognition or SRL; however, they did demonstrate metacognitive knowledge on multiple data sources, with few demonstrations of SRL. Discussion: Findings indicate that the Student Self-Accommodation Strategy is accessible to students with visual impairments. Three factors seemed to be associated with the learning and use of the strategy: verbal and reasoning skills, achievement, and emotional-behavioral regulation. Metacognition and SRL can positively affect students with visual impairments. Implications: Future work with the Student Self-Accommodation Strategy should incorporate in-class strategy coaching and an explicit investigation of the factors that seemed to influence strategy learning and performance. Research and practice should give greater attention to metacognition and SRL for students with visual impairments. [ABSTRACT FROM AUTHOR]

The author describes his experience as a student of American Sign Language (ASL) who is congenitally blind in a traditional university setting. Topics discussed include information on in-class and out-of-class activities for ASL students, and tips for supports by teachers of students with visual impairments, vision rehabilitation therapists, and classroom teachers who may need to make accommodations for a blind person who is learning ASL.

Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments and additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used to test the isolated and combined effects of physical prompting to engage in object manipulation of preferred items, contingent reinforcement, and response blocking on target hand-related stereotypy and object manipulation for one 9-year-old boy with deafblindness and additional disabilities. Results: A functional relation was observed to show that hand-related stereotypy decreased due to prompting and reinforcement of object manipulation. Adding response blocking had inconsistent positive effects on stereotypy, and a functional relation was not observed. Prompting alone did not appear to increase object manipulation until contingent reinforcement was added, and response blocking did not appear to have an additive effect to increase object manipulation. Discussion: Results contradict findings of the replicated study and indicate need for further research, including research carried out in natural environments. Implications for Practitioners: Practitioners can use this research to justify the application of differential reinforcement of incompatible behavior using functional activities that result in meaningful reinforcement for students. [ABSTRACT FROM AUTHOR]

The article discusses a study on university faculty (UF) perspectives on and perceptions of accommodations for students with visual impairments (VI) in Saudi Arabia. Findings include the positive perspectives of UF about instructional accommodations for students with VI, and the benefits for faculty members of the professional development to instruct these students. Also mentioned are the modifications made to the Accommodation of University Students with Disabilities Inventory.

Introduction: Numerous studies have investigated the use of Wechsler tests on individuals with visual impairments. However, few studies have examined the utilization of the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) for such individuals. This study investigated the reliability and validity of the WISC-IV Verbal Scales' (i.e., the Verbal Comprehension Index [VCI] and the Working Memory Index [WMI]) scores for children with blindness in China. Methods: One hundred children with blindness were assessed using the Chinese version of the WISC-IV Verbal and Nonverbal Cognitive Development Scales. Results: The results of this study generally support the internal consistency reliability and validity of WISC-IV Verbal Scale scores for Chinese children who are blind. The split-half reliability coefficients ranged from.79 to.97, while Cronbach's alpha or KR-20 (KR-20 is a measure of internal consistency reliability for measures with dichotomous choices) reliability coefficients ranged from.83 to.97. In terms of construct validity through exploratory factor analysis, the subtests of the WISC-IV Verbal Scale were confirmed to belong to VCI or the WMI as intended by the original structure of the WISC-IV. The convergent validity showed that the VCI and WMI scores were moderately and positively correlated with the Nonverbal Cognitive Development Scale. Discussion: The WISC-IV VCI and WMI were found to be valuable instruments for assessing the cognitive abilities of students in China with blindness. Finally, the limitations and significance of the study were also discussed. Implications for practitioners: The WISC-IV Verbal Scales may be used to assess the cognitive abilities of the numerous students in China who are blind and may be used as one of many tests to provide reference information for educational placement, educational planning, employment, and project evaluation. [ABSTRACT FROM AUTHOR]

Introduction: According to previous research, locus of control (LOC) has a crucial role in an individual's psychological well-being. The purpose of this study was 3-fold: (1) comparing LOC of college students with and without visual impairments while controlling for gender, educational level, and age; (2) investigating the relationship between LOC and visual characteristics in college students with visual impairments; and (3) predicting LOC of these students using their visual characteristics. Methods: The design of this study was causal-comparative. The statistical population included a sample of college students with and without visual impairments who were enrolled at the University of Isfahan, Iran. Fifteen of the 20 college students with visual impairments were selected through convenience sampling and amongst sighted students, 15 individuals were selected in a way that they were matched with college students with visual impairment regarding gender, educational level, and age. The Rotter Locus of Control Scale was used to measure LOC. Also, visual impairment characteristics and demographic data were collected. The results were analyzed by t-test and stepwise regression analysis. Results: Results indicated no significant difference between LOC of college students with and without visual impairments (p > .05), and both groups tended to have internal LOC on average. The results indicated that adjustment to visual impairment and the recent status of visual impairment might predict the LOC of a college student who is visually impaired and explained 59.2% of its variance with this sample (p < .005). Discussion: LOC of college students with visual impairments was similar to their sighted counterparts. The better adjusted the person was to his or her visual impairment and the less worsening the status of visual impairment was, the higher internal LOC he or she had. Implications for practitioners: Families and society can help individuals with visual impairments build their internal LOC, by teaching them how to adjust to their disability and providing them the conditions to increase their independence. At the same time, preparing them for entering university may also help them develop their sense of internal LOC. [ABSTRACT FROM AUTHOR]

The article discusses a study on tactile teaching methods that support students with visual impairment at a chiropractic college in the Western U.S. in training for a career in chiropractic. Highlights include the use of an iterative process of thematic analysis to analyze the data, the difficulty of interpreting raised-paper anatomical models, and allocation of resources to education of visually-impaired students in chiropractic programs.

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are enrolled in blindfold and simulation cane courses (hereafter, cane courses). Cane courses are used to teach the techniques of independent cane travel, and they require total visual occlusion using blindfolds as well as simulated low vision using goggles that depict different visual acuities and field losses. Methods: This study surveyed personnel preparation programs training O&M specialists with an online questionnaire with open-ended items to identify the program's required accommodations, teaching techniques, and resources needed to teach visually impaired students who are enrolled in cane courses. The survey was e-mailed to 22 universities in North America, which have personnel preparation programs for O&M specialists and asked for responses from individuals who teach cane courses. Descriptive statistics were used to analyze the survey data. Results: Results showed that the format of the cane courses was varied, a variety of accommodations and teaching strategies were used, and the universities' office of disabled students generally did not know how to accommodate these courses. Discussion: A need exists for a student who is visually impaired to be an experienced traveler and to be knowledgeable about what accommodations and strategies he or she will use when they need to teach a fellow student during a cane course. Visually impaired students must be able to monitor the safety of their peers as well as the changing dynamics of the environment in which they are working. Implication for practitioners: To effectively teach visually impaired students who are enrolled in cane courses, university faculty teaching these courses could request prospective visually impaired students to provide documentation regarding their travel skills prior to acceptance into a personnel preparation program in O&M. In addition, students with visual impairments need to discuss with their universities' office of disabled students and legal counsel what reasonable accommodations are relevant for visually impaired students enrolled in the cane courses and what accommodations they believe the universities are committed to providing these students. [ABSTRACT FROM AUTHOR]

Introduction: This research followed the lead of an initial validation study and responded to the call from the state education agency--endorsed Service Intensity Subcommittee of the Texas Action Committee for the Education of Students with Visual Impairments to conduct a larger scale validation study on the Visual Impairment Scale of Service Intensity of Texas (VISSIT). Methods: The authors collected survey data from 77 respondents using a mixedmethods survey research design. These data were used to determine the VISSIT's validity and reliability. Participants represented urban, suburban, and rural geographic regions across 20 U.S. states. Results: The results of the national study showed that the VISSIT has social validity, which was supported by both ease of use and acceptability of the tool. The VISSIT's consequential and content validity were also supported by the data collected. The internal consistency reliability showed reliability for the VISSIT with a Cronbach's alpha calculated as being .935. Based on the results presented here, in which the social, consequential, and content validity of the VISSIT have been confirmed, it can also be confidently asserted that the VISSIT is construct valid. Discussion: The findings of this national study indicate an overall positive response to the usability and understandability of the VISSIT. Participants used the tool to provide quantifiable documentation to identify accurate student need for service across all expanded core curriculum areas as well as to provide administrators and families with research-based data to justify service type and time. Implications for practitioners: Respondents in the national study saw the VISSIT as an effective way to take student evaluation data and convert those results into a measurable recommendation for service type and intensity. The VISSIT helps a teacher of students with visual impairments to document how much time is needed for both direct and collaborative consultation services, as appropriate for each individual student. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of two sessions at the 2019 American Foundation for the Blind Leadership Conference on Orientation and Mobility and Transition Services for Students with Visual Impairments. Topics covered include the goal of orientation and mobility (O&M) instruction, the idea behind the standards for defining core knowledge and skills for graduation, and the five Career, College, and Community Readiness Standard domains.

Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self- Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary. [ABSTRACT FROM AUTHOR]

Introduction: Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision). Method: Self-determination studies were identified through searches of electronic databases for articles published from 2003 to 2016. Two researchers reviewed the articles and rated them in terms of quality indicators for research in special education. Results: Eleven articles, using correlational, qualitative, group experimental or quasi-experimental, and single-case research designs, met inclusion criteria for this literature review. Adherence to the quality indicators varied from 33% to 100%. Discussion: Students with visual impairments need age-appropriate opportunities to develop self-determination skills in school, home, and community settings. Short-term, focused programs and interventions may be promising methods for teaching self-determination skills; however, more research needs to be conducted to establish evidence-based practices in this area. Implications for practitioners: Practitioners can facilitate development of self-determination skills by supporting students in making decisions affecting their lives, encouraging involvement of students in the education and transition planning processes, and promoting self-advocacy. [ABSTRACT FROM AUTHOR]

The article examines a study on the role of general education teachers in providing support to elementary school students with visual impairments in accessing science curriculum in the United States. Topics discussed include the methodology used in the study, importance of preteaching vocabulary terms with students, and the use of American Printing House for the Blind reference materials.

Introduction: Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods: Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results: The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion: From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners: Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss. [ABSTRACT FROM AUTHOR]

Information on education policy in the field of visual impairment that was discussed at the 2018 American Foundation for the Blind Leadership Conference is presented. Topics covered include the Individuals with Disabilities Education Act, assessments used for the determination of eligibility for vision services, and the role of cognitive testing and standardized testing in a guidance document relating to visual impairment.

The article discusses a study that aims to contribute a way in which students who are blind can gain access to the tools needed to study another language using assistive technology. Study highlights include downloading and installing the proper foreign language synthesizer, steps that describe how to install a foreign language keyboard, and development of worksheets in more than one language.

The article looks at a descriptive investigation that identifies the types of music programs and instructional music strategies used by students in state schools. Topics mentioned include the most frequent music programs available to students in 1991, attitudes of students toward their musical development as they related to their past music experiences in public school, and frequency of music-learning strategies.

Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including "black hubs," may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated. [ABSTRACT FROM AUTHOR]

Introduction: This study compares the experiences of high school students with visual impairments (that is, those who are blind or have low vision) in and out of school. Methods: Twelve visually impaired high school students completed the same in-the-moment survey seven times daily for seven consecutive days. The frequencies of their activities, interactions, and ratings of internal variables (fitting in, acceptance, loneliness, and enjoyment) were compared across three contexts: home, school, and other (neither home nor school) contexts. Results: Participants spent much of their time out of school alone at home. They rated leisure and structured recreation in "other" locations as their most enjoyable activities. Doing nothing at school was the least positively rated activity. Participants fitted in significantly less and felt significantly less accepted at school than elsewhere. A large proportion of school interactions involved receiving help; few involved giving help. Participants with additional disabilities reported more school social challenges than their peers who were only visually impaired. Discussion and implications for practitioners: This study highlights the subjective dimensions of choice in everyday life. The social impact of doing nothing at school provides an imperative for staff members to ensure that adolescents with visual impairments can participate in lessons. Staff may also need to facilitate opportunities for these students to reciprocate with peers. Adolescents with visual impairments highly value activities with friends out of home and, as with most adolescents, may need to lean on their families for assistance in this area until they can participate in such activities independently. [ABSTRACT FROM AUTHOR]

The article discusses a study that identifies potential orientation and mobility factors to represent constructs underlying the data that could be used in the future to further study the college readiness of youths who are visually impaired. Study highlights include the second National Longitudinal Transition Study from 2000 to 2010, use of exploratory factor analysis to lower the number of variables in a large collection of data, and demographic and disability-descriptive variables.

Introduction: Because of the preponderance of visual images, many mathematics texts are wholly or largely inaccessible to students who are blind. This study investigated how much description is sufficient to communicate math content in different types of images. Methods: Representative math textbooks from grades five, eight, and 11, aligned to the Common Core, were selected. Mutually exclusive and exhaustive image categories were identified. Clear examples of each image category were chosen, and digital files were created containing the examples and surrounding textual material. Files replicated the printed page as closely as possible, and all elements (words, math expressions, and descriptions of images) were readable by JAWS. Forty-four students who are visually impaired (that is, those who are blind or had low vision) listened to the math pages and answered questions related to the content contained in the images. Results: Students answered content-related questions better with more description, but across four description conditions with varying amounts of description the highest correct rate was low (29%). In looking at individual image categories, students had the most correct answers for number lines (41.0%). Rates of 20% to 33% correct were demonstrated for image categories of shapes, tables, line graphs, bar graphs, and ray diagrams. Correct rates for equations, pie charts, and maps were inconsistent or lower than 15%. Students were positive about math and did not indicate many problems with math texts. Discussion: Descriptions of visual images can communicate important math information, but there are images for which no level of description is sufficient. Many students in the study were not aware of how much visual math content to which they were not provided access. Implications for practitioners: Math texts need to be more accessible for students who are visually impaired. Although describing visual images can improve access to content, that may not be sufficient. Materials should be provided in several formats simultaneously so students can approach material in the mode that fits their needs in a variety of contexts. [ABSTRACT FROM AUTHOR]

Introduction: The authors of this study evaluated the necessary features of tactile maps to provide independent, efficient, and safe travel across a university campus; and a process for developing tactile maps based on user needs and preferences. Methods: Participants who have low vision provided input, through interviews and field tests, regarding which features were critical for a tactile map. The four-phase development and research design process included: phase 1, semistructured interviews about campus navigation; phase 2, creating draft maps using two different tactile media--microcapsule or braille embossed lines; phase 3, field-testing maps through site visits with participants; and phase 4, finalizing the map. Four undergraduate students with low vision participated in phases 1 and 3 to assess their experiences in navigating a campus; and the collected data were used in phases 2 and 4 to create, revise, and finalize the content, layout, and medium of the map. Results: Three of the participants preferred microcapsule lines to braille embossed lines, while one participant stated the usefulness of both media. The four-phase process allowed customization of local maps for individual users. Discussion: Map features that contribute to readability and efficacy of use include the medium; the layout; the combination of orientation maps, which provide an "overview" of a large area; and mobility maps, which contain more detail and are designed to help the traveler in unfamiliar areas (James, 1982). Implications for practitioners: Colleges and universities should gather data and create tactile campus maps for students with low vision or blindness following the four-phase process used during this study. Although the data show that the map's medium is a matter of personal preference, several features are essential to creating a map with maximum readability. [ABSTRACT FROM AUTHOR]

The article discusses information about an early intervention program called Early Learning Visual Impairment Services Training and Advancement Project at Illinois State University. Topics mentioned include the 1977 book "Blindness and Early Childhood Development," by David Warren, studies in the 1990s about early language development and social attachment in young children with visual impairments, and SKI-HI Institute and its Vision Impaired InService in America curriculum in Utah.

The article examines the outcomes of the Vision Studies program of University of Massachusetts Boston and the Northeast Resource Center for Vision Education based on interpretation of National Plan for Training Personnel recommendations. Topics mentioned include the School for Global Inclusion and Social Development, expansion of state educational agency partnerships, and the estimated number of vision professionals being prepared by university programs per year.

The article discusses a study that examines the developmental trajectory of perceptions of motor competence of children ages 3 to 13 years with and without visual impairments. Study highlights include the use of the United States Association of Blind Athletes system, the Test of Perceived Motor Competence for Children with Visual Impairments, and the use of Pearson Product Moment correlations to examine links among age and perceptions of motor competence.

Introduction: Visually impaired students (that is, those who are blind or have low vision) have difficulty accessing curricular material in mathematical textbooks because many mathematics texts have visual images that contain important content information that are not transcribed or described in digital versions of the texts. However, little is known about the extent to which this issue exists within texts and what sort of information is contained in visual material in mathematics texts. This article describes a process undertaken to classify images in a selection of math textbooks that are currently being used in grades 5, 8, and 11. Methods: Representative textbooks were chosen that aligned with Common Core Standards. An exhaustive and mutually exclusive set of image categories was developed, researchers became reliable on coding procedures, and then all images in the representative texts were coded. Results: The most common images involved student interest, motivation, and organization, but contained little or no math content. The second most common area of image categories often contained large amounts of math content but were difficult to describe succinctly or might have been described without including important mathematical information. This grouping included tables, line graphs, and images specifically related to a single question. The final group of less frequently appearing images included ray or line diagrams, number lines, pie charts, bar graphs, and maps. Discussion: To improve access to visual math content, the focus should be on images that appear frequently and contain math content such as tables, scatter or line graphs, shapes, equations, and images specifically related to a single question. Less common image categories such as models, line diagrams, pictures of calculator keys, and number lines lend themselves easily to description. Implications for practitioners: Optimization of limited instructional time would be accomplished by having teachers focus on students' understanding of the most common types of images, such as tables and line graphs. [ABSTRACT FROM AUTHOR]

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying pre-algebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation. Results: Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time. Discussion: Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users. Implications for practitioners: The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students. [ABSTRACT FROM AUTHOR]

The article discusses updating the roles of professionals within the field of educational and rehabilitative vision services. Topics mentioned include changes to the tools used to finish the mission of the field of visual impairment, expansion of accessible educational tools from paper formats to include digital text, images, and videos, and transcribers who make braille materials and tactile graphics in the primary and secondary school setting.

The author discusses two fundamental truths to consider when collaborating with parents and families to facilitate learning for their child with visual impairment or deafblindness. Topics mentioned include parents or legal guardians as key decision makers for their child's life from birth throughout the school years, the Individuals with Disabilities Education Act of 2004, and the Individualized Family Service Plan.

Introduction: The unique challenges to learning and participation in education associated with visual impairment are well documented in the literature, as is the importance of addressing these challenges through ensuring practitioners who support them are equipped with appropriate knowledge, understanding, and skills. We use a bioecological systems theory as a lens through which to examine the personnel preparation of vision specialist teachers to act as agents of change. We draw on the different teacher preparation programs for specialist teachers of learners with visual impairments in the United Kingdom to demonstrate how this theory can be applied. Methods: We use a bounded case study to bring together the respective teacher preparation programs in the UK in order to demonstrate complementary characteristics of the theoretical model proposed. Results and discussion: We argue that a bioecological systems theory offers a holistic framework for educators involved in personnel preparation to explicitly engage with vision specialist teachers in their role as potential agents of change. This preparation includes developing distinctive knowledge, understanding, and skills to facilitate learner participation in education through promoting "progressive" and "mutual" accommodation between the active learner and the changing learning environments in order to achieve successful outcomes. Implications for practitioners: The article is original in applying a bioecological systems theory to the preparation of these specialist teachers, with a focus on their role as agents of change. We argue that it has significance, therefore, for practitioners and researchers concerned with the personnel preparation of other practitioners for learners with distinctive educational needs across national contexts and settings. [ABSTRACT FROM AUTHOR]

The National Leadership Consortium in Sensory Disabilities (NLCSD) trained doctoral scholars at universities across the United States to increase the number and quality of professionals specializing in educating children with sensory disabilities. NLCSD produced 40 new doctorates and created a community of learners comprised of scholars, faculty, and leaders in policy and advocacy. [ABSTRACT FROM AUTHOR]

Introduction: This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods: Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results: Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB. Discussion: The teachers believed they were more confident in their own skills and their students' future success with word-based UEB compared to math-based UEB. Additional clarification on the relationship between math-based UEB and the Nemeth Braille Code for Mathematics and Science Notation (hereafter, Nemeth code), an increased capacity of math-based UEB training, and clear instruction for high-stakes testing were considered to be urgent issues among these teachers. Implications for practitioners: Issues concerning the implementation of UEB in the United States will continue to challenge the field of visual impairment for the next several years. Although many teachers of visually impaired students had knowledge of word-based UEB and resources for its implementation, as of January 4, 2016, few were prepared to teach math-based UEB. As the United States is maintaining the Nemeth code, future studies, workshops, and the development of resources are needed to ensure braille users have the knowledge and materials they need in order to be literate in all aspects of UEB. [ABSTRACT FROM AUTHOR]

This article explores transdisciplinary collaboration and role-release strategies that would allow physical therapists and orientation and mobility (O&M) specialists to more effectively support students with visual impairments (that is, those who are blind or have low vision) and additional disabilities with their expanded core curriculum (ECC) goals. Through examining public and specialized school special education documentation for 20 school-aged students, the authors seek to better understand current practice patterns of both O&M and physical therapy professionals who are working with students who are visually impaired with additional disabilities, and suggest ways in which educational team members from both disciplines can work together toward common goals for their students. [ABSTRACT FROM AUTHOR]

The article presents a case study on contracted versus alphabetical English Braille and English as a foreign language involving a Farsi-speaking visually impaired student in Iran. Results show that the most frequent spelling errors occurred in alphabetic braille substitutions and contracted braille omissions, that alphabetic braille had fewer unconscious errors, and that memorization and lack of concentration led to errors. Also noted is the preference for learning contracted braille.

The article discusses the auditory method Process-Driven Math for instructing and assessing blind or low-vision students in 2017. Topics covered include the method's development, processes and algebraic application to the student Logan of Auburn University in Alabama, and Logan's resulting successful solving of over one thousand mathematics problems. Also noted is Logan's later engagement in training reader-scribes for Process-Driven Math.

Introduction: The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods: In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a review of the literature and discussions with colleagues and experts in the field. The items were organized into six dimensions of alienation, namely powerlessness, meaninglessness, normlessness, social isolation, self-estrangement, and cultural estrangement, and were rated on the five-point Likert scale. The standardization of the scale was completed with 118 students with visual impairments in the age group of 10 to 25 years, selected randomly from specialized and inclusive schools in the state of Haryana, India. Results: The item analysis was done by calculating t- and r-values; seven items were deleted, and a final 45 items were retained. The calculated value of Cronbach's alpha and split-half correlation came out to be 0.87 and 0.86, respectively. The construct validity was determined by computing the coefficient of correlation between scores of this scale and the scores obtained by using the Student Alienation scale (SAS) of R. R. Sharma (Sharma, 2012). The percentile norm for the scale was determined after verifying normality of the scores by using a Q-Q plot. Discussion: The findings of the present study suggest that the AL-VI may serve as a useful tool in future research to assess alienation in persons with visual impairments in India. The findings further demonstrate that the AL-VI produced scores that are reliable and valid. The AL-VI can be used outside India after determining its reliability and validity in context-specific conditions. Implications for practitioners: The AL-VI scale is applicable to students with visual impairments, teachers of students with visual impairments, principals, social workers, psychologists, and rehabilitation professionals. Practitioners could use this tool for assessing and understanding the level of alienation among students with visual impairments, thereby helping them in planning and executing strategies for remediating alienation. [ABSTRACT FROM AUTHOR]

The article discusses the oral braille reading decoding methods used by middle school students who are blind or with low vision. Also cited are such strategies as the use of contractions in which said students will learn letters, sounds, grammar, spelling, as well as the contractions and composition signs, the decoding errors made by the students in their use of decoding strategies, and the use of thematic analysis in analyzing the types of errors made by the students.

The article presents a study which examined the effectiveness of using vocabulary flashcards in teaching academic vocabulary words to students who read braille. Topics include the finding that auditory-only instruction is more effective than flashcards in the teaching of the students, and a discussion of whether vocabulary flashcards improve the spelling skills of the said students.

The article presents the highlights of the 2017 American Foundation for the Blind (AFB) Leadership Conference held in Arlington, Virginia in March 2017. It focuses on the session facilitated by AFB officials Mark Richert and Rebecca Sheffield. Among the topics are the role of teachers of students with visual impairments, the Council for Exceptional Children (CEC) initial licensure standards for special educators, and the standard revision process.

The article presents the highlights of the 2017 American Foundation for the Blind (AFB) Leadership Conference held in Arlington, Virginia in March 2017. It focuses on the session facilitated by AFB officials Mark Richert and Rebecca Sheffield. Among the topics are the binocular convergence disorder, the learning media assessments (LMA) used with students with visual impairments, and convergence inefficiency.

In the article, the authors discuss the effectiveness of an employment mentoring program in helping college students with vision loss to prepare themselves in finding employment. Also cited are some benefits of the program like job-shadowing, expert advice, and developing job-seeking skills, as well as the study which assessed the effect of mentoring on employment outcomes.

Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for competence, autonomy, and relatedness. In this study, we aimed to explore whether teachers of students with congenital deafblindness provide such an environment and how they adjust their need-supportive teaching to these students. Methods: We conducted an in-depth analysis of teacher-student interactions using a multiple-case-study design. We analyzed videos of teacher-student interactions from the perspective of self-determination theory. Results: We found that successful need support for this group requires careful adjustments for each individual student. Only if the provision of structure, autonomy support, and involvement is tailored to the student can a positive influence on motivation be noticed. Another important finding is that teachers provide more structure and involvement than autonomy support. Discussion: This study showed that need-supportive teaching is important in the education of students with congenital deafblindness. By using video analysis, we were able to point out teaching strategies that led to greater motivation for these students. Implications for practitioners: Motivation is a prerequisite for learning, and teachers' behavior might add to that motivation. This study showed that need support leads to enhanced motivation in students with congenital deafblindness. We provided practical insights that teachers can use to create need-supportive learning environments for these students. [ABSTRACT FROM AUTHOR]

The article discusses the results of qualitative data from studies on assistive technology utilization and competency, one on only teachers from Texas, and the other sampled teachers from 50 U.S. states and contiguous territories. Findings discussed include need for innovative models for service delivery and actual format for assistive technology instruction to be developed, factors affecting learners to be considered by model of service, and recommendations for effective assistive technology.

Challenges to obtaining quality academic accommodations for students with visual impairments in postsecondary education hinder accessibility and the success of such students. The limitations of current policies and practices intended to address the needs of students in Canada are examined and potential solutions are discussed. Further systemic changes are needed to improve the quality and timeliness of accommodations. [ABSTRACT FROM AUTHOR]

Structured abstract: Introduction: The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods: Validity and reliability of the Visual Impairment Scale of Service Intensity of Texas (VISSIT) were evaluated using a mixed-methods survey research design. Participants used the VISSIT to determine services for at least one student and then completed an electronic survey regarding the use of the tool. Results: Twenty-five participants completed at least one VISSIT and completed the electronic survey. Social validity was supported by 92% of the participants stating that the tool was easy to use as a way to determine service time and was also supported by 96% of the participants stating that they would use the VISSIT for determining the type and amount of service recommended for their students. Consequential validity was supported by 71% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and was also supported by 75% of the participants stating that the tool's results directly translated into type and amount of service they would recommend. Internal consistency reliability was demonstrated by the result of a factor analysis of Cronbach's Alpha statistic of .747 for the entire set of VISSIT items. Discussion: The results demonstrate that the VISSIT is a moderately valid and reliable tool for helping teachers of students with visual impairments determine the type and amount of visual impairment services based on individual student need. Implications for practitioners: The VISSIT is a tool that itinerant teachers of students with visual impairments can use to determine the appropriate amount of service for all students on their caseloads and offers a more objective way to recommend service intensity based on student need. [ABSTRACT FROM AUTHOR]