Resources

American Foundation for the Blind. (2007). Braille transcribers. Retrieved August 15, 2007, from http://www.afb.org/Section.asp?SectionID=44&TopicID=192

American Foundation for the Blind. (2007). Creating an accessible environment for older individuals who are visually impaired. Retrieved August 17, 2007, from http://www.afb.org/Section.asp?SectionID=44&TopicID=188&DocumentID=1417

American Foundation for the Blind. (2007). Effective teaching practices for the Expanded Core Curriculum (ECC). Retrieved August 17, 2007,from http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=3152

Barrera, J. M. & Warner, L. (2006). Involving families in school events. Kappa Delta Pi Record, 42(2), 72–75.

BC Ministry of Education. Students with visual impairments. Retrieved October 2, 2007, from http://www.bced.gov.bc.ca/specialed/visimpair/askpar.htm

Brownell, M. T., Adams, A., Sindelar, P., & Waldron, S. (2006). Learning from collaboration: The role of teacher qualities. Council for Exceptional Children, 72(2), 169–185.

Correa-Torres, S. M. & Johnson-Howell, J. (2004). Facing the challenges of itinerant teaching: Perspectives and suggestions from the field. Journal of Visual Impairment & Blindness, 98(7), 420–433.

Dettmer, P., Thurston, L. P., & Dyck, N. (2002). Consultation, collaboration, and teamwork for students with special needs. Boston: Allyn and Bacon.

Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.

Gordon, D. (2004). CAST to lead two national centers to improve, implement standard for accessible learning materials. Retrieved September 17, 2007, from https://www.cast.org/about/news/press/2004-10-27.html

Griffin-Shirley, N., Koenig, A. K., Layton, C. A., Davidson, R. C., Siew, L. K., Edmonds, A. R., et al. (2004). A Survey of teachers of students with visual impairments: Responsibilities, satisfactions, and needs. RE:view, 36(1), 7–20.

Hollingsworth, H. L. (2001). We need to talk: Communication strategies for effective collaboration. Council for Exceptional Children, 33(5), 4–8.

Laarhoven, T. V., Munk, D. D., Lynch, K., Wyland, S., Dorsch, N., Zurita, L., et al . (2006). Project ACCEPT: Preparing pre-service special and general educators for inclusive education. Teacher Education and Special Education, 29(4), 209–212.

Lavigne, E. & Adkins, A. (2003). Braille/ Print literacy issues and the learning media assessment. Retrieved August 21, 2007, from http://www.tsbvi.edu/Outreach/seehear/spring03/literacy.htm

Ripley, S. (1997). Collaboration between General and Special Education Teachers. Retrieved from http://www.ericdigests.org/1998-1/general.htm

Sharpe, M. N., & Hawes, M. E. (2003). Collaboration between general and special education: Making it work. Issue Brief: Examining Current Challenges in Secondary Education and Transition, 2(1), 1–6.

U.S. Department of Education. (2006). National Instructional Materials Accessibility Standards (NIMAS). Retrieved from
http://www.ideapartnership.org/index.php?option=com_content&view=article&id=448:
-national-instructional-materials-accessibility-standard-nimas&catid=30:
idea-2004-regulatory-provisions&Itemid=58

U.S. Department of Education. Building the legacy of IDEA 2004. Retrieved August 21, 2007, from http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E34%2C

Erickson, K. A., Hatton, D., Roy, V., Fox, D., & Renne, D. (2007). Literacy in early intervention for children with visual impairments: Insights from individual cases. Journal of Visual Impairment & Blindness, 101(2), 80–95.

This article studies how early intervention supports the development of literacy for children with visual impairments. The article focuses on three themes: the importance of a family-centered approach, the function of the early interventionist in language development, and the value of focusing on the senses to develop literacy.

Muhlenhaupt, M. (2002). Family and school partnerships for IEP development. Journal of Visual Impairment & Blindness, 96(3), 175–178.

This article details the story of nine-year-old Kevin, a student with visual impairments and intellectual disabilities. The article emphasizes the importance of collaboration between the home and school in order to design an appropriate curriculum.

Perla, F., & O’Donnell, B. (2002). Reaching out: Encouraging family involvement in orientation and mobility. RE:View, 34(3), 103–110.

This article examines the tendency of students who require orientation and mobility specialists not to apply the skills they have learned at school to their home lives. As a remedy, the authors suggest reaching out to the families in order to reinforce O&M skills, particularly during long breaks from school.

Pogrund, R. L., & Fazzi, D. L. (Eds.). (2002). Early focus: Working with young children who are blind or visually impaired and their families (2nd ed.). New York: AFB Press.

This book describes the importance of collaboration and family involvement in early intervention techniques to support students with visual impairments. Detailed information on working with families from a variety of ethnic backgrounds is included.

Pugach, M. C., & Johnson, L. J. (2002). Collaborative practitioners, collaborative schools (2nd ed.). Denver: Love Publishing.

This book covers collaboration in schools in a variety of contexts, including collaboration between teachers, between school and universities, and between school and home.

Rosenblum, L. P., & Corn, A. L. (2003). Families promoting travel skills for their children with visual impairments. RE:View, 34(4), 175–180.

This article suggests ways for families to enhance the travel skills of their children with visual impairments. These include sharing information while traveling, helping people with low vision become drivers, and assisting those who will not become drivers to gain additional independence.

Suvak, P. A. (2004). What do they really do? Activities of teachers of students with visual impairments. RE:View, 36(1), 22.

This article studies the difference between what teachers of students with visual impairments are trained to do and what they actually do in practice. Information was gathered in the following six areas: demographics, placements, visual diagnosis, instruction, disability, and academic and functional competency.

National Federation of the Blind https://www.nfb.org

With affiliates in every state in the United States, the National Federation of the Blind is the largest advocacy organization for people with visual impairments in the country. Among its many programs and activities, the NFB focuses on education, community outreach, research, and the creation of programs to increase the independence of those with visual impairments.

New York Institute for Special Education: Blindness Resource Center https://www.nyise.org/apps/pages/index.jsp?uREC_ID=445303&type=d&pREC_ID=959967

Organized and updated by the New York Institute for Special Education (NYISE), the Blindness Resource Center is an online clearinghouse for information regarding current research, organizations, technology, programs, and vendors, among many other topics, for people with visual disabilities.