Resources

Beadles, R. J. (2000, February). IDEA final regulations on assessments [Electronic version]. Howe’s Now, 5(1). Retrieved July 11, 2005, from http://www.tsbvi.edu/cosbnews/Apr2000/apr2000.rtf

Bell, J., & Siller, M. A. (2002). Living with low vision. Retrieved July 11, 2005, from,http://www.afb.org/Section.asp?SectionID=26&TopicID=144

Browning Wright, D. (1999). Implementing IDEA ’97 – IDEA definitions: Adaptations, accommodations, and modifications [Electronic version]. NASP Communiqué, 28(4). Retrieved July 11, 2005, from
http://www.nasponline.org/publications/cq284definitions.html
No longer available.

Candler, L. (2005, January 12). Cooperative Learning: Social skills T-chart. Retrieved July 11, 2005, from http://home.att.net/~clnetwork/clfiles.htm

Cole, R. J. (2002, March 25). FAQ in low vision rehabilitation. Retrieved July 11, 2005, from http://www.californiaeyemds.org/displaycommon.cfm?an=3

Fazzi, D. L., & Petersmeyer, B. A. (2001). Imagining the possibilities: Creative approaches to orientation and mobility instruction for persons who are visually impaired. New York: AFB Press.

Ferrell, K. A. (1996). Your child’s development. In M.C. Holbrook (Ed.), Children with visual impairments: A parent’s guide. Bethesda, MD: Woodbine House.

Hatlen, P. (2002, July 30). The core curriculum for blind and visually impaired students, including those with multiple disabilities. Retrieved July 11, 2005, from http://www.tsbvi.edu/agenda/corecurric.htm

Huebner, K. M. (2002, July 30). The expanded core curriculum: Finding the time. Retrieved July 11, 2005, from http://www.tsbvi.edu/agenda/core-ppt.htm

Koenig, A., & Holbrook, M. C. (Eds.). (2000). Foundations of education: Instructional strategies for teaching children and youths with visual impairments (2nd ed.). New York: AFB Press.

Koga, N., & Hall, T. (2004). Curriculum modification. National Center on Accessing the General Curriculum. Retrieved November 16, 2005, from http://www.cast.org/publications/ncac/ncac_curriculummod.html

Prevent Blindness America. (2004). Common eye myths. Retrieved July 11, 2005, from http://www.preventblindness.org/eye_problems/eye_myths.html

Rooney, K. (Ed.). (1999). The Encarta world English dictionary (British ed.). London: Bloomsbury Publishing Plc. for Microsoft Corporation.

Sacks, S. (2003, July 14). What social skills enhance integration. Retrieved July 11, 2005, from http://www.tsbvi.edu/Education/social-skills.htm

Spungin, S. J. (Ed.). (2002). When you have a visually impaired student in your classroom: A guide for teachers. New York: AFB Press.

Ward, M. E. (1996). Anatomy and physiology of the eye. In A. L. Corn & A. J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd ed., pp. 69–85). New York: AFB Press.

Washington State Department of Services for the Blind. (2005). Employer handbook: Definition of legal blindness. Retrieved July 11, 2005, from
http://www.dsb.wa.gov/resourcesForEmployers/employerHandbook
/definitionOfBlindness.htm#contentTop

West Virginia University, Department of Education. (2005, April 23). Strategies for teaching students with vision impairments. Retrieved July 11, 2005, from http://www.as.wvu.edu/~scidis/vision.html#sect1

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33, 68–74.

This article provides two useful checklists: 1) Checklist for Outdoor and Indoor Orientation and Mobility Adaptations and 2) Checklist for Classroom Strategies and Adaptations. In addition, the article provides brief sections on types of visual impairments, orientation and mobility skills, incidental learning, working with vision specialists to adapt learning environments, both visual and auditory forms of learning and accommodations, and tactile learning. The article also considers technological adaptations and curriculum issues.

Levack, N. (1994). Low vision: A resource guide with adaptations for students with visual impairments (2nd ed.). Austin, TX: Texas School for the Blind and Visually Impaired.

The book provides information about how to assess and thus augment students’ visual abilities. Sections of the book include “Diagnosing, assessing, and evaluating;” “Medical information;” and “Strategies for teaching and adaptation.”

Loumiet, R., & Levack, N. (1993). Independent living: A curriculum with adaptations for students with visual impairments – Volume I: Social competence (2nd ed.). Austin, TX: Texas School for the Blind and Visually Impaired.

Featuring three volumes of curriculum that may be applied to young or adult students, the book focuses on methods of assessing, teaching, and evaluating independent living skills. Such things as professional and student resources, lesson plan examples, and evaluation forms can be found throughout the text.

Sacks, S. Z., & Wolffe, K. E. (Eds.). (2000). Focused on: Social skills. [Videotape series and print material]. New York: AFB Press.

This series of five videos and accompanying print materials is designed to help children with visual disabilities learn social skills. The study guides that come with the videos offer texts for students, as well as instructional materials and assignments that teachers may find useful.