Print edition page number(s) 675-675
The Journal of Visual Impairment & Blindness (JVIB) is the living, breathing representation of each one of us in the field of visual impairment and blindness. One of the many ways this fact is supported is every time a JVIB article is cited in current research or a statistic published in the journal is included on a grant application. As I introduce this November 2010 issue of JVIB, I would like to acknowledge the U.S. Office of Special Education Programs (OSEP) grants that were awarded this fall to many personnel preparation programs throughout the country. The success of the programs in acquiring these grants is a real tribute to the dedication of all professionals in the field, who put in endless hours of hard work and determination to serve infants, preschoolers, school-aged children, adolescents, and adults with visual impairment and blindness. I am sure many grant writers cited the literature published in JVIB when preparing the rigorous grant applications. So, while I list the programs that successfully obtained grants, I would also like to thank all of the contributors to JVIB for offering the most current information and research available in our field.
It was difficult to track all of the awards this year, because they came at a fast and furious rate. I will list all the programs that received federal funding, in no particular order. The University of Maine received funding for four years to improve the quality and increase the number of personnel who are credentialed to serve high-needs children, including infants and toddlers with disabilities from birth to age 5 and their families. Mississippi State University was awarded a new National Institute on Disability and Rehabilitation Research (NIDRR) grant for its Rehabilitation Research Training Center on Employment Outcomes for Individuals who are Blind or Visually Impaired. Florida State University received funding for recruiting, training, and evaluating undergraduate and graduate students in teaching students with visual impairments, as well as those pursuing graduate specializations in areas such as orientation and mobility (O&M), transition, and early childhood. Western Michigan University received funding for graduate programs in teaching children with visual impairments and O&M for children. Peabody College of Vanderbilt University received a personnel preparation grant to prepare teachers of students who are visually impaired. Salus University received funding for its O&M-VIECC (O&M-Vision Impairment and the Expanded Core Curriculum) program. In addition, the university received a 5-year Rehabilitation Services Administration (RSA) grant to prepare professionals in O&M and vision rehabilitation therapy. The University of Guam and the University of Massachusetts-Boston received funding for a partnership grant to prepare teachers of students who are visually impaired and O&M practitioners.
This particular issue of JVIB offers a broad range of topics and demonstrates that both Research Reports and Practice Reports can offer new and innovative information to the field. The Research Reports explain how to use technology to increase object manipulation in children with multiple disabilities and reduce inappropriate behavior; investigate the knowledge about visual impairment of medical school students; and discuss the interaction of dual-sensory loss, cognitive decline, and communication in people who are congenitally deaf-blind. The Practice Reports offer a low vision rehabilitation intervention for people with ring scotomas, and describe the use of video analysis during student teaching and practicum.
In addition, articles by Celeste-Williams and Lieberman address the effects of a nutritional intervention on adolescents with visual impairments, and Bargerhuff and colleagues offer a prototype haptic glove system for use in the classroom.
I know this issue offers something for everyone in the field, because of the diverse subject matter. Enjoy the read!
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