International review of research in developmental disabilities. Volume forty six, Current issues in the education of students with visual impairments /

• Άλλοι συγγραφείς: Hatton, Deborah Dominey (Επιμελητής έκδοσης)
• Μορφή: Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Waltham, Massachusetts : Academic Press, 2014.
• Έκδοση: First edition
• Σειρά: International review of research in developmental disabilities ; v. 46.
• Θέματα: Developmental disabilities > Research > Methodology.; EDUCATION > Special Education > Physically Handicapped.; EDUCATION > Administration > General.; EDUCATION > Organizations & Institutions.; Children with visual disabilities > Education.; Electronic books.

International Review of Research in Developmental Disabilities is an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and othe...

Πίνακας περιεχομένων:

• 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.
• 3.1.1. Systematic Process for Identifying EBPs; 3.1.2. 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.
• 4.2. Advancing EBP Through Personnel Preparation; 4.3. 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.
• 3.2.1. Math Assessment Using Calculator with Voice Input and Output; 3.2.2. 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.
• 4.2. Limitations; 4.3. 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.