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A Theoretical Rationale for Using the Individualized Meaning-centered Approach to Braille Literacy Education with Students Who Have Mild to Moderate Cognitive Disabilities

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Diane P. Wormsley


A Pilot Study of a Self-voicing Computer Program for Prealgebra Math Problems

Carole R. Beal, L. Penny Rosenblum, and Derrick W. Smith


Unmet Needs: Habilitation, Rehabilitation, and Independent Living Services for Persons who are Blind or Have Low Vision

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Adele Crudden and William Sansing

Around the World

Fingerbraille: An Investigation of Japanese Methods for Communicating with Individuals Who Are Deaf-Blind

Kamal Lamichhane


Editor's Page

Letters to the Editor

Terminology for Brain Injury-Related Vision Loss: The Debate Continues

Gordon N. Dutton

A Final Word on Neurological Visual Disorders

James E. Jan

Use of "Segregated" to Refer to Specialized Schools is Cause for Concern and Reconsideration

Stuart Wittenstein

Terms for Specialized Educational Settings for Students with Visual Impairments

Martin Pinquart and Jens P. Pfeiffer

Practice Perspectives

Putting Theory into Practice: Two Teachers' Experiences with Wormsley's Meaning-Centered Approach to Braille Literacy

Jane N. Erin

Sarah's Story: Using the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE)

Amy Frank Campbell

I-M-ABLE: A Pathway to Literacy

Vicki Rooke D'Aurizio

From the Field




Entire Issue (in HTML)

The Journal of Visual Impairment & Blindness (JVIB)--the international, interdisciplinary journal of record on blindness and visual impairment that publishes research and practice
and serves as a forum for the exchange of ideas, airing of controversies, and discussion of issues--is copyright Copyright © 2018 American Foundation for the Blind. All rights reserved.


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