View in EDS HTML Full Text PDF Full Text

Differentiating Instruction for Students Who Are Blind and with Low Vision

Saved in:
Bibliographic Details
Title: Differentiating Instruction for Students Who Are Blind and with Low Vision
Language: English
Authors: Vaughn, Sharon (ORCID 0000-0001-8305-5549), Alsolami, Abdulaziz (ORCID 0000-0001-6635-0095), Swanson, Elizabeth
Source: TEACHING Exceptional Children. Mar-Apr 2023 55(4):244-250.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Students with Disabilities, Visual Impairments, Blindness, Partial Vision, Individualized Instruction, Academic Accommodations (Disabilities), Teaching Methods, Assistive Technology, Accessibility (for Disabled), Space Utilization, Classroom Environment, Instructional Materials, Social Integration
DOI: 10.1177/00400599221113003
ISSN: 0040-0599
2163-5684
Abstract: To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1381842
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGDT2FCvdbEjT0qjdEvvuDJAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLfkthcSX-JDPex-KAIBEICBm42rc4463-4C3VWtaKgnfSKtQqy4X3rJVErGv2RSL4Yf5uDO_i4IINwjFC8Xv7qRRjGoenm8z2rm3K4I1Yl_xPay9R7NMIBT_eeD98C1df9NrGm9cp3c4a2kWDtVgLDOB90PrjIcSeCwPg5lasVEgiMxnlPbAOEoECRQtbnHBDgqHSNR2CzPypevZetdMmNWORFYAlYVo1aFTEzD
Text:
  Availability: 1
  Value: <anid>AN0164284172;tec01mar.23;2023Jun15.05:47;v2.2.500</anid> <title id="AN0164284172-1">Differentiating Instruction for Students Who Are Blind and With Low Vision </title> <p>To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided.</p> <p>Graph</p> <p> <emph>Several weeks before the start of the school year, Ebony Williams, a fourth-grade teacher, learns one of the students in her class (Marcus) has significantly low vision and is considered blind. Ms. Williams is known for being willing and able to effectively teach students with disabilities. Recognizing Marcus's limited vision would greatly influence how she taught, Ms. Williams wanted to learn how to adjust her instruction so Marcus could fully engage in every learning opportunity during fourth grade.</emph> </p> <p>Ms. Williams met with the special education teacher in her school, Kaiya Jackson. During the meeting, Ms. Jackson and Ms. Williams reviewed Marcus's individualized education program (IEP). Ms. Williams noticed many words that were new to her—terms like "visual acuity" and "figure-ground discrimination"—and asked for a resource that summarizes the terms she needs to learn (see Figure 1). Ms. Jackson reassured Ms. Williams she would lead strategies to provide Marcus with access to the materials—things like a text magnifier, enlarged text, and braille labels. But there is so much more to providing educational opportunities to students with low vision.</p> <p>Graph: Figure 1 Glossary of terms used to describe vision</p> <p>Depending on the criteria used for categorization, students who are blind or have low vision represent approximately 10% of the school-age population, suggesting all teachers are very likely to have students with very low vision in their class every year (Flaxman et al., 2107). A prevalence study of youngsters who are blind or have low vision indicated the number of preschool children will increase by 26% in the future, and the largest number will represent students who are Hispanic ([<reflink idref="bib13" id="ref1">13</reflink>]). These data provide us with a strong rationale for assuring all teachers are equipped to meet the specific learning needs of students with low vision.</p> <p>Not only are the prevalence rates of students who are blind or have low vision increasing ([<reflink idref="bib13" id="ref2">13</reflink>]), these students and their families are increasingly aware of the opportunities for educational success and are more readily available when their teachers provide needed differentiated instruction. Providing educational supports for students who are blind or have low vision is essential to their development because severe vision impairment is associated with long-term delays in motor development, language, social-emotional development, and overall cognitive functioning ([<reflink idref="bib1" id="ref3">1</reflink>]; [<reflink idref="bib4" id="ref4">4</reflink>]; [<reflink idref="bib15" id="ref5">15</reflink>]). Without appropriate resources and supports, school-age children who are blind or have low vision are likely to experience lower levels of educational success ([<reflink idref="bib7" id="ref6">7</reflink>]). Resources exist online to support special educators to support general education teachers as they plan for including students who are blind or have low vision in the classroom. Table 1 lists several resources. This article provides an overview of several accommodations to provide access to materials and resources. It also features ways to use explicit instruction to support classroom success for students who are blind or have low vision.</p> <p>Graph</p> <p>Table 1 Resources to Learn More About Supporting Students Who Are Blind or Have Low Vision</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Title</th><th align="center">Type of resource</th><th align="center">Location</th></tr></thead><tbody><tr><td>Serving Students with Visual Impairments: The Importance of Collaboration</td><td>Online module</td><td><ext-link ext-link-type="url" href="https://iris.peabody.vanderbilt.edu/module/v03-focusplay/" /></td></tr><tr><td>Accommodations to the Physical Environment: Setting up a Classroom for Students With Visual Disabilities</td><td>Online module</td><td><ext-link ext-link-type="url" href="https://iris.peabody.vanderbilt.edu/module/v01-clearview/" /></td></tr><tr><td>Perkins School for the Blind eLearning</td><td>Website with articles and video examples</td><td><ext-link ext-link-type="url" href="https://www.perkinselearning.org/teaching-resources" /></td></tr><tr><td>Accessible Science: Making Life Sciences Accessible to Students With Visual Impairments</td><td>Video</td><td><ext-link ext-link-type="url" href="https://youtu.be/tpAejot1-Ec" /></td></tr><tr><td>Teaching Math to Students Who Are Blind or Visually Impaired</td><td>Video</td><td><ext-link ext-link-type="url" href="https://youtu.be/T%5fqVibnpPPM" /></td></tr><tr><td>Tactile Science Lesson: Using Play-Doh With Kate Fraser</td><td>Video</td><td><ext-link ext-link-type="url" href="https://youtu.be/i6uJEVRCAnA" /></td></tr></tbody></table> </ephtml> </p> <hd id="AN0164284172-2">Providing Access to Materials and Resources</hd> <p>One of the essential ways special education teachers can support students who are blind or have low vision is to facilitate on-time access to materials and resources they need to learn in the classroom at the same pace as other students. [<reflink idref="bib16" id="ref7">16</reflink>] and [<reflink idref="bib17" id="ref8">17</reflink>]) interviewed students with vision impairments to better understand what they perceived to be instructional practices of high value. Students particularly appreciated when teachers:</p> <p></p> <ulist> <item> • used appropriate communication methods so they could "track" what they were saying, for example, providing an advanced organizer and summary statement that recaptures key ideas provides greater access for listening comprehension;</item> <p></p> <item> • made all resources available to them in a timely manner in a way that was accessible to them, for example, providing large-print resources at the same time other students were receiving these resources;</item> <p></p> <item> • were able to "think outside the box" about how to provide access to diagrams, plans, maps, and so on so they could understand them (e.g., braille versions or describing each section of the visual diagram so that it could be readily visualized);</item> <p></p> <item> • were available to students outside of class time so they could consult with their teachers, making them feel more included in the class and school.</item> </ulist> <p>Following are several examples of how to use clear language and access to materials to ensure students receive instruction and can complete assignments.</p> <p></p> <ulist> <item> • Provide all handouts and written materials in large-print, audio, or braille formats as needed. Assist teachers with access to these technologies and support their use.</item> <p></p> <item> • Verbalize anything you are writing so students with vision impairments can follow. Model how to do this verbalization and support teachers in consistently using this practice.</item> <p></p> <item> • Avoid using gestures to communicate meaning unless you are certain the student with vision impairments can see and interpret them.</item> </ulist> <hd id="AN0164284172-3">Providing Social Support</hd> <p>Another critical feature of a successful learning environment for students who are blind or have low vision is to facilitate social acceptance in the classroom. For example, model how to provide opportunities for students who are blind or have low vision to feel welcome in the classroom by both the teacher and the students.</p> <p>Sometimes, students with low vision may be excluded from friend groups or classroom activities—often because other students are unaware of how to appropriately include them. Work with other educators to identify practices for them and their students to convey a sense of welcome and social inclusion ([<reflink idref="bib5" id="ref9">5</reflink>]). Using student names throughout the day is important for students with low vision so they know who is speaking and who they are addressing. For example, instead of saying, "Hello!" When students walk into the room, say, "Hello, Caroline! Hello Antony!" For students with low vision to participate fully in social situations and learning opportunities, it is essential to teach students to announce themselves when they move into or out of an area (e.g., saying, "Hi, Marcus. It's Janess, and I'm joining the group."). It is also helpful when students name their friend first. This helps the person with low vision moderate their attention. In other words, when his name is mentioned first, it calls his attention. For example, saying, "Marcus, do you want to play outside together today?" is better than the phrasing, "Let's play outside together, Marcus." Finally, students should announce when they leave a work group or area where the student with low vision is working or playing. For example, instead of simply leaving the work group by saying something like, "Okay, I guess we're done" and walking off, teach students to say something like, "Okay, Marcus. We're all finished so I'm going to head back to my desk." Teach students and other educators these types of practices that are necessary for students who are blind or have low vision to more effectively participate in social interactions. See Figure 2 for a discussion guide to facilitate the talk.</p> <p>Graph: Figure 2 Say this, not that</p> <hd id="AN0164284172-4">Physical Classroom Space and Routines</hd> <p>The importance of creating a safe and supportive learning environment for students who are blind or have low vision cannot be overstated. Establishing classroom logistics, such as furniture arrangement, routines, materials storage, and movement inside the classroom, can improve access and comfort not only for students with low vision but for all students.</p> <hd id="AN0164284172-5">Furniture Arrangement</hd> <p>Organizational schema allow students to access materials independently—reducing the need to ask for frequent help. Support other educators to arrange the learning space with straight, dependable pathways for students to access learning stations. Perhaps one of the exercises most helpful is to ask students in the class to wear a cloth over their eyes for 5 minutes and to try to navigate the classroom. This will surely motivate students to help establish routines so doorways are always fully open and accessible and cabinet drawers closed so all students will remain injury-free. See Figure 3 for the checklist to guide students to keep the classroom safe for every student in the classroom.</p> <p>Graph: Figure 3 Checklist for keeping the classroom safe</p> <p>"The importance of creating a safe and supportive learning environment for students who are blind or have low vision cannot be overstated."</p> <p>In addition to organizing the classroom for safety, decluttering the classroom can support students in their task focus and classroom comfort. [<reflink idref="bib8" id="ref10">8</reflink>] reported after visually uncluttering a classroom by covering glass panels with thick black paper, removing unnecessary equipment and furniture, and taking down unneeded hanging objects, students with visual impairments perceived the environment as considerably more suitable to learning.</p> <hd id="AN0164284172-6">Materials and Resources</hd> <p>Place all materials and resources in bins that are clearly labeled both with words for sighted students and textured symbols for students who are blind or have low vison. Braille labelers are affordable and easy to use, so most schools can purchase them. Clear labeling facilitates all students learning to put materials away in the same place every time so they can be readily located independently.</p> <p>"Braille labelers are affordable and easy to use, so most schools can purchase them. Clear labeling facilitates all students learning to put materials away in the same place every time so they can be readily located independently."</p> <hd id="AN0164284172-7">Differentiated and Explicit Instruction</hd> <p>"What people don't realize is how much... children learn through visual observation" ([<reflink idref="bib10" id="ref11">10</reflink>]). Much of what is incidental learning to students with vision must be explicitly taught or explained to students with low vision. Care should be taken to fill in the conceptual background that is based on visual input.</p> <hd id="AN0164284172-8">Accommodations</hd> <p>The first step in providing appropriate differentiated and explicit instruction for students who are blind or have low vision is to check their IEP. Support the general education teacher as they make accommodations to reduce incidental learning and increase explicit instruction throughout the daily teaching routine. For example, when teachers hand out manipulatives for math, it is common to give about 2 minutes for students to explore and enjoy the materials before beginning. Students who are blind or have low vision need more time to explore manipulatives and may benefit from being paired with a peer so both students can talk aloud about the manipulatives. The key here is for the classroom peer to describe the objects, taking special care to describe important visual aspects while they explore and engage the student with low vision in a conversation about the manipulatives.</p> <p>White boards are commonly used in the front of the classroom as an instructional tool. To make the use of the white board accessible to all learners, including those who are blind or have low vision, first, verbalize everything written on the white board. Sometimes, even with teacher verbalization, students with low vision need additional support. Consider pairing students so that one can read aloud what is on the board when needed.</p> <hd id="AN0164284172-9">Instructional Practices</hd> <p>Fully including students with vision impairments and who are blind in all educational activities requires planning with an emphasis on explicit instruction and responds to the differentiated instruction needed.</p> <hd id="AN0164284172-10">Explicit, differentiated instruction</hd> <p>The idea of explicit instruction is very useful when thinking about how to best design instruction to meet the needs of students with low vision. In fact, explicit instruction is the "secret sauce" that enables teachers to provide appropriate instruction for all of their learners. The [<reflink idref="bib6" id="ref12">6</reflink>] identified explicit instruction as a high-leverage practice ([<reflink idref="bib9" id="ref13">9</reflink>]), meaning when teachers use explicit instruction for students with disabilities, these students are more likely to have improved learning outcomes. Differentiated instruction occurs when teachers use data (e.g., assessments, classroom performance) to adjust instruction in ways that are responsive to the learner. Well-implemented differentiated instruction applies a range of instructional practices, grouping structures, materials, and resources to facilitate student success in the classroom. See Figure 4 for a summary of what differentiated instruction includes and does not include.</p> <p>Graph: Figure 4 Opportunities for differentiating instruction</p> <p>To infuse lessons with more explicit instruction for students with very low vision or are blind, first, consider targeting listening comprehension that can serve as an "advanced organizer" priming students to know what they are going to be learning. Because students with low vision do not see as well as other students, it does not mean that they "automatically" develop superior listening skills to enhance their learning.</p> <hd id="AN0164284172-11">Listening to learn</hd> <p>Listening to learn is a difficult but essential skill to acquire ([<reflink idref="bib12" id="ref14">12</reflink>]). Teaching and supporting effective listening to learn involves (a) embedding listening skill development into everyday routines and experiences and (b) creating a listening environment that reduces auditory distractions ([<reflink idref="bib2" id="ref15">2</reflink>]). Realizing that acquiring highly developed listening skills is essential to successfully access learning in the classroom, it is important to establish a cuing system to identify "key words" or "ideas" that would require careful attention. An example of a cue could be a chime that emits a gentle tone and is used prior to the teacher saying something of high importance. Also ask students to repeat key ideas to provide emphasis and to hone listening comprehension. Although these practices are essential for students with vision impairments or who are blind, they benefit all students. See Figure 5 for tips for targeted strategies for supporting listening skills.</p> <p>Graph: Figure 5 Targeted strategies for supporting listening skillsNote. These tips are derived from the work of [<reflink idref="bib2" id="ref16">2</reflink>].</p> <p>Consider science instruction, for example. Demonstrations and experiments are at the core of many teachers' science lessons. Careful considerations to lesson delivery can be planned in advance to feature more tactile and audio experiences ([<reflink idref="bib11" id="ref17">11</reflink>]) so students who are blind or have low vision can fully access the content being taught. In elementary school, a common unit is on learning the names of bones in the body. A typical center-based approach might include using a full-sized model of a skeleton to demonstrate to students where bones are in the body. Later, students move among several centers—one of which being independent practice finding bones on the life-sized skeleton. A few adaptations increase the likelihood of success for students with low vision or are blind.</p> <p>Instead of assuming a typical role of monitoring students during center time, the teacher may need to remain with the life-sized skeleton and deliver what was previously her whole-class demonstration with small groups of three to four students at a time. Because she is teaching a small group of students, it is easier to guide students to touch and feel the skeleton as they identify bones and she describes them verbally ([<reflink idref="bib3" id="ref18">3</reflink>]). Whereas this is one example, the Perkins School for the Blind produced several videos to help teachers understand how best to use explicit instruction with students with low vision (see Table 1).</p> <hd id="AN0164284172-12">The 1-minute lesson</hd> <p>Teachers rarely have time to work individually with students as much as they would like, but there is considerable power in working even 1 minute with a student ([<reflink idref="bib14" id="ref19">14</reflink>]). Teachers can purposively and effectively differentiate instruction 1 one minute, several times a day, to conduct a minilesson with a target student. Teachers can use the simplicity and power of a 1-minute lesson to:</p> <p></p> <ulist> <item> • follow up with a target student to be sure they understand the essential elements of a lesson</item> <p></p> <item> • provide rapid practice with feedback on an important skill</item> <p></p> <item> • give directions for how to adjust the activity so the student can fully participate</item> <p></p> <item> • reteach a lesson briefly focusing specifically on areas that were not well understood</item> <p></p> <item> • check in on whether the student understands the directions for an assignment</item> <p></p> <item> • preteach key ideas or concepts prior to a lesson so the student is cued into learning expectations</item> <p></p> <item> • organize 1-minute lessons around three key instructional moves: prior to instruction, during instruction, and after instruction.</item> </ulist> <hd id="AN0164284172-13">The 1-minute lesson before, during, and after instruction</hd> <p>A way to think about how to leverage the 1-minute lesson to serve students who are blind or have low vision is to plan what will take place before starting the lesson, during the lesson, and after the lesson.</p> <p>Before teaching a particular unit or skill, decide what prompt or cue will focus learners on the most important elements of the lesson or unit. Teachers can say something like,</p> <p>Today, I will be teaching prefixes and suffixes and how they can help you read a word and know the meaning of a word. Prefix is a word part that comes before the word such as /re/ in "return."</p> <p>A suffix is a word part that comes after the word such as /ing/ in "shopping." As I write the words and word parts I will say them aloud. Listen for them.</p> <p>This would actually take less than 1 minute but provide a "prime" for cuing students who are blind or have low vision.</p> <p>"A very valuable approach can be to check with a student for understanding. Instead of asking a student to come to her work table, the teacher can approach the target student's work space and talk about the key ideas of the lesson."</p> <p>Special education teachers can also generate ideas for supporting 1-minute lessons during instruction, particularly when other students in the class are reading or working independently. A very valuable approach can be to check with a student for understanding. Instead of asking a student to come to her work table, the teacher can approach the target student's work space and talk about the key ideas of the lesson. Checking for understanding on the most important ideas allows the teacher to do a minilesson on what was missed and provide additional practice. Teachers can purposefully insert many of these "check-in times" into their regular lesson planning.</p> <p>Teachers often view 1-minute lessons as having the most value after a lesson. With very brief but deliberate check-ins, teachers can determine the extent to which target students understand. After instruction, teachers can also give students a brief opportunity for extra practice, providing them with the necessary opportunity to give specific feedback. For example, after providing an overview of how to calculate the percentage in a word problem, work through one of the word problems to be sure the student understood the aspects of percentage and identify where additional explanation is needed.</p> <hd id="AN0164284172-14">Conclusion</hd> <p>Special educators play a very important role in school success for students who are blind or have visual impairments. By combining accommodations related to classroom safety and social acceptance with evidence-based instructional approaches like explicit instruction, teachers can create a classroom experience that is effective for all students and optimized for students who are blind or have a visual impairment.</p> <ref id="AN0164284172-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Adelson E., Fraiberg S. (1974). Gross motor development in infants blind from birth. Child Development, 45(1), 114–126.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref15" type="bt">2</bibl> <bibtext> Barclay L. A. (2011). Learning to listen / listening to learn: Teaching listening skills to students with visual impairments. AFB Press.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref18" type="bt">3</bibl> <bibtext> Bruce S. (2005). The application of Werner and Kaplan's concept of "distancing" to children who are deaf-blind. Journal of Visual Impairment and Blindness, 99(8), 464–477.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Chen X., Liu Z., Lu M. H., Yao X. (2022). The recognition of emotional prosody in students with blindness: Effects of early visual experience and age development. British Journal of Developmental Psychology, 40(1), 112–129.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref9" type="bt">5</bibl> <bibtext> Cochrane G., Lamoureux E., Keeffe J. (2008). Defining the content for a new quality of life questionnaire for students with low vision (the Impact of Vision Impairment on Children: IVI_C). Ophthalmic Epidemiology, 15(2), 114–120.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref12" type="bt">6</bibl> <bibtext> Council for Exceptional Children. (n.d.). HLP #16: Use explicit instruction [Video]. YouTube. https://youtu.be/ESFVNzihOZ0</bibtext> </blist> <blist> <bibl id="bib7" idref="ref6" type="bt">7</bibl> <bibtext> Flaxman S. R., Bourne R. R., Resnikoff S., Ackland P., Braithwaite T., Cicinelli M. V., Das A., Jonas J. B., Keeffe J., Kempen J. H., Leasher J., Limburg H., Naidoo K., Pesudovs K., Silvester A., Stevens G. A., Tahhan N., Wong T. Y., Taylor H. R., & Vision Loss Expert Group of the Global Burden of Disease Study. (2017). Global causes of blindness and distance vision impairment 1990–2020: a systematic review and meta-analysis. The Lancet Global Health, 5(12), e1221–e1234. https://doi.org/10.1016/S2214-109X(17)30393-5</bibtext> </blist> <blist> <bibl id="bib8" idref="ref10" type="bt">8</bibl> <bibtext> McDowell N., Budd J. (2018). Improved functioning when visual clutter is reduced. Journal of Visual Impairment and Blindness, 112(3), 248–260.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref13" type="bt">9</bibl> <bibtext> McLeskey J., Barringer M. D., Billingsley B., Brownell Jackson D., Kennedy M., Lewis T., Maheady L., Rodriguez J., Scheeler M. C., Winn J., Ziegler D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.</bibtext> </blist> <blist> <bibtext> Perkins School for the Blind. (2015). The role and value of the teacher of the visually impaired [Video]. YouTube. https://youtu.be/7rzmMiIT3Ao</bibtext> </blist> <blist> <bibtext> Sahin M., Yorek N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. Online Submission, 6(4), 19–26.</bibtext> </blist> <blist> <bibtext> Vandergrift L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25.</bibtext> </blist> <blist> <bibtext> Varma R., Tarczy-Hornoch K., Jiang X. (2017). Visual impairment in preschool children in the United States: Demographic and geographic variations from 2015 to 2060. JAMA Ophthalmology, 135(6), 610–616.</bibtext> </blist> <blist> <bibtext> Vaughn S., Bos C. S., Schumm J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom. Pearson Education.</bibtext> </blist> <blist> <bibtext> Wakefield C. E., Homewood J., Taylor A. J. (2006). Early blindness may be associated with changes in performance on verbal fluency tasks. Journal of Visual Impairment & Blindness, 100(5), 306–310.</bibtext> </blist> <blist> <bibtext> Whitburn B. (2014a). Accessibility and autonomy preconditions to "our" inclusion: A grounded theory study of the experiences of secondary students with vision impairment. Journal of Research in Special Educational Needs, 14(1), 3–15.</bibtext> </blist> <blist> <bibtext> Whitburn B. (2014b). "A really good teaching strategy": Secondary students with vision impairment voice their experiences of inclusive teacher pedagogy. British Journal of Visual Impairment, 32(2), 148–156.</bibtext> </blist> </ref> <ref id="AN0164284172-16"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Sharon Vaughn</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0001-8305-5549 Abdulaziz Alsolami</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0001-6635-0095</bibtext> </blist> </ref> <aug> <p>By Sharon Vaughn; Abdulaziz Alsolami and Elizabeth Swanson</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl6" bibid="bib12" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref17"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref19"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1381842
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Differentiating Instruction for Students Who Are Blind and with Low Vision
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8305-5549">0000-0001-8305-5549</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alsolami%2C+Abdulaziz%22">Alsolami, Abdulaziz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6635-0095">0000-0001-6635-0095</externalLink>)<br /><searchLink fieldCode="AR" term="%22Swanson%2C+Elizabeth%22">Swanson, Elizabeth</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. Mar-Apr 2023 55(4):244-250.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Partial+Vision%22">Partial Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00400599221113003
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0040-0599<br />2163-5684
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1381842
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1381842
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00400599221113003
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 244
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Partial Vision
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Space Utilization
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Social Integration
        Type: general
    Titles:
      – TitleFull: Differentiating Instruction for Students Who Are Blind and with Low Vision
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Vaughn, Sharon
      – PersonEntity:
          Name:
            NameFull: Alsolami, Abdulaziz
      – PersonEntity:
          Name:
            NameFull: Swanson, Elizabeth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0040-0599
            – Type: issn-electronic
              Value: 2163-5684
          Numbering:
            – Type: volume
              Value: 55
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: TEACHING Exceptional Children
              Type: main
ResultId 1