| Description |
1 online resource ( 323 pages.) |
| Contents |
Front Cover; Current Issues in the Education of Students with Visual Impairments; Copyright; Contents; Series Preface; Preface to Special Issue on Visual Impairment; Contributors; Chapter One: Advancing the Education of Students with Visual Impairments Through Evidence-Based Practices; 1. Introduction; 2. Education of Students with Visual Impairments; 2.1. Eligibility for Services for Students with Visual Impairments; 2.2. Models for Providing Services to Students with Visual Impairments; 3. Advancing Evidence-Based Practices; 3.1. Special Education |
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3.1.1. Systematic Process for Identifying EBPs3.1.2. Research Design; 3.1.3. Quantity of Research; 3.1.4. Social Validity and Magnitude of Effect; 3.1.5. EBPs for Students with Autism Spectrum Disorders; 3.1.6. EBPs for Students with Severe Disabilities; 3.1.7. Implementing EBP; 3.2. Visual Impairment/Blindness; 3.2.1. Communication; 3.2.2. Assistive Technology; 3.2.3. Systematic Prompting; 3.2.4. Literacy; 3.2.5. Optical Devices to Increase Reading Speed and Fluency; 3.2.6. Mathematics; 4. Implications for the Future; 4.1. Advancing EBP Through Research |
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4.2. Advancing EBP Through Personnel Preparation4.3. Advancing EBP Through Collaboration; References; Chapter Two: Assistive Technology for Students with Visual Impairments: A Research Agenda; 1. Introduction; 1.1. Complexity of Using AT with Students with Visual Impairment; 1.2. Previous Reviews on Assistive Technology for Students with Visual Impairment; 2. Methods; 2.1. Definitions; 2.2. Inclusion and Exclusion Criteria; 2.3. Search Procedures; 3. Results; 3.1. Characteristics of Participants in the Studies; 3.2. Single-Subject Research |
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3.2.1. Math Assessment Using Calculator with Voice Input and Output3.2.2. Electronic Braille Notetakers and Literacy; 3.2.3. Microswitches and Self-Determination; 3.2.4. Access to General Curriculum Through Magnifiers; 3.3. Correlational Research; 3.4. Qualitative Research; 3.5. Descriptive, Quasi-Experimental, and Experimental Group Designs; 4. Discussion; 4.1. Challenges to the Research; 4.1.1. Low Incidence of Participants; 4.1.2. Diversity of AT Resources; 4.1.3. Students are not Using Technology as Much as Peers; 4.1.4. Teacher Competency with AT; 4.1.5. Rapidly Evolving AT |
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4.2. Limitations4.3. Future Research; 5. Conclusion; References; Chapter Three: Teaching Skill Acquisition to Individuals with Blindness: A Systematic Review of Response-Prompting Procedures; 1. Introduction; 1.1. Response-Prompting Instructional Strategies; 1.1.1. Time Delay; 1.1.2. Prompting Hierarchies; 1.1.3. Choosing Types of Prompts; 1.1.4. Summary; 1.2. Efficacy of Response-Prompting Strategies; 1.3. Evidence-Based Practices for Students with VI; 1.4. Research Questions; 2. Method; 2.1. Search Terms and Method; 2.2. Inclusion and Exclusion Criteria; 2.3. Interrater Agreement |
| Bibliography |
Includes bibliographical references at the end of each chapters and index |
| Notes |
Description based on online resource; title from digital title page (viewed on August 13, 2015) |
| Subject |
Children with visual disabilities.
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| Form |
Electronic book
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| Author |
Hatton, Deborah Dominey, editor
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Blankenship, Karen, contributor
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ScienceDirect (Online service).
Int Rev of Research in Developmental Disabilities
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| ISBN |
9780124200494 (electronic bk) |
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0124200494 (electronic bk) |
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9781306820530 |
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1306820537 |
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