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AFB JOURNAL OF VISUAL
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Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments: A Multiple-case Study


Abstract: Seven classrooms of students with deaf-blindness or visual and multiple impairments were observed to document the emergent literacy supports that were present, including environmental characteristics, strategies, or activities. The findings revealed that the majority of classrooms used emergent literacy supports that were previously documented for students without disabilities. Implications for practice and suggestions for future research are discussed.



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