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
NEWS AND FEATURES
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
Terms for Specialized Educational Settings for Students with Visual Impairments
Martin Pinquart and Jens P. Pfeiffer
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
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