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Lueck AH. Cortical or Cerebral Visual Impairment in Children: A Brief Overview. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x1010401003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Amanda Hall Lueck
- Program in Visual Impairments, Department of Special Education, San Francisco State University, 1699 Holloway Avenue, San Francisco, CA 94132
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Parker AT, Pogrund RL. A Review of Research on the Literacy of Students with Visual Impairments and Additional Disabilities. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x0910301007] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Research on the development of literacy in children with visual impairments and additional disabilities is minimal even though these children make up approximately 65% of the population of children with visual impairments. This article reports on emerging themes that were explored after a review of the literature revealed nine literacy studies that included students with visual impairments and additional disabilities.
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Affiliation(s)
- Amy T. Parker
- Department of Educational Psychology and Leadership, and fellow, National Center for Leadership in Visual Impairment, Texas Tech University, P.O. Box 41701, Lubbock, TX 79409
| | - Rona L. Pogrund
- Department of Educational Psychology and Leadership, Texas Tech University, Lubbock
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Jackel B, Wilson M, Hartmann E. A Survey of Parents of Children with Cortical or Cerebral Visual Impairment. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x1010401007] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article summarizes the results of a survey of 80 parents of children with cortical or cerebral visual impairment (CVI) regarding how a CVI diagnosis is received and supports that are provided after the diagnosis, the educational supports received by children with CVI, and the parents’ perceptions of the supports that they and their children receive.
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Affiliation(s)
- Bernadette Jackel
- FOVI (Focus on Visual Impairments), monitor of the NAPVI/AFB FamilyConnect CVI page, a focus group coordinator for NAPVI/AFB, cofounder of presenter at the 2009 NE AER, and board member of the Pilot House, a special needs foundation; mailing address: 985 Powder Horn Lane, Fairfield, CT 06824
| | - Michelle Wilson
- FOVI, monitor of the NAPVI/AFB FamilyConnect CVI page, focus group coordinator for NAPVI/AFB, cofounder of and a presenter at the CVI Summit; mailing address: P.O. Box 28, Hamilton, OH 45012
| | - Elizabeth Hartmann
- Boston College and CAST; mailing address: 40 Harvard Mills Square, Suite 3, Wakefield, MA 01880
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Vik AK, Fellenius K. Coping Strategies in Reading: Multi-readers in the Norwegian General Education System. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x0710100904] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigated the coping strategies of 11 students for whom multiple reading media were recommended (multi-readers are those who combine braille, print, and auditory reading functionally at school and in leisure activities). These students were in Grades 5–10 in mainstream schools in Norway. Four students were identified as multi-readers. The dominant coping strategy for the students was auditory reading.
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Affiliation(s)
- Astrid Kristin Vik
- Specialist teacher and counselor for the visually impaired and Ph.D. candidate, Faculty of Education, University of Oslo, P.O. Box 1161 Blindren, 0318 Oslo, Norway
| | - Kerstin Fellenius
- Department of Human Development, Learning, and Special Education, Stockholm Institute of Education, Box 34 103, SE-100 26 Stockholm, Sweden
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