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Resolutions of ADA Title I Cases Involving People Who Are Visually Impaired: A Comparative Analysis—Darlene D. Unger, Phillip D. Rumrill, Jr., and Mary L. Hennessey, print edition page(s) 453

Abstract: A comparison of Americans with Disabilities Act (ADA) Title I case resolutions by the Equal Employment Opportunity Commission (EEOC) involving people who are visually impaired with those involving all other people with disabilities between 1993 and 2002 revealed that people who are visually impaired are more likely than are other complainants to receive settlement benefits from their employers, to withdraw their complaints after they receive benefits without intercession from the EEOC, and to receive administrative closures. In addition, they are less likely than other complainants to have charges resolved by the issuance of a right-to-sue letter from the EEOC and to receive other closures.


The Application of Werner and Kaplan's Concept of "Distancing" to Children Who Are Deaf-Blind—Susan M. Bruce, print edition page(s) 464

Abstract: Through the process of distancing, children develop an understanding of the differences between themselves and others, themselves and objects, and objects and representations. Adults can support progressive distancing in children who are congenitally deaf-blind by applying strategies, such as the hand-under-hand exploration of objects, the selection of communication forms that are based on children's level of representation, the use of cues for recall that are based on children's experiences, and modeling of more complex play schemes.


Emotional Status and Development in Children Who Are Visually Impaired—Michal Ophir-Cohen, Eyal Ashkenazy, Ayala Cohen, and Emanuel Tirosh, print edition page(s) 478

Abstract: This study examined the developmental attainments of children with visual impairments, aged 6-59 months, with and without emotional deficits, behavioral deficits, or both. It found that an emotional or behavioral deficit was significantly related to gross motor and visual motor integration, expressive and receptive language, and social or personal development, and that there was an interaction between the effect of the mother's education and the child's age on the child's perception of language.

Social Skills

Self-evaluation and Recruitment of Feedback for Enhanced Social Interaction by a Student with Visual Impairment—Divya Jindal-Snape, print edition page(s) 486

Abstract: A student who is visually impaired was trained to evaluate his social behavior and to recruit feedback from his sighted peers, who were trained by him to provide the feedback. The self-recruitment of feedback improved the student's accuracy in evaluating social skills requiring visual cues. In addition, the peers extended their feedback to other aspects of the social environment than social behavior.


Editor's Page, print edition page(s) 451

USABLE Data Report

Transition to What? Education and Employment Outcomes for Visually Impaired Youths after High School—Corinne Kirchner and Brooke Smith, print edition page(s) 499

Book Review

Itinerant Teaching: Tricks of the Trade for Teachers of Students with Visual Impairments, Second Edition—Reviewed by Julie Prause, print edition page(s) 504

From the Field, print edition page(s) 506

News, print edition page(s) 508

Calendar, print edition page(s) 509


College Bound: A Guide for Students with Visual Impairments

Ellen Trief and Raquel Feeney

The transition from high school to college is a significant turning point in a student's life, and this easy-to-read guide gives students the tools they need to select and apply to college and move forward with skill and confidence. Everything a student needs to know from developing organizational, note taking, test taking, and study skills to managing living space, student-teacher relationships, social and academic life, and extracurricular and leisure time activities is included. College Bound is written to provide helpful pointers, suggestions, and strategies, plus friendly advice for:

* Student

* Teachers

* Parents

* Disability Services Office Coordinators

* Professors

* Rehabilitation Counselors

* High School Counselors

* Rehabilitation teachers

August 2005

Large print, 280 pp. with appendixes, charts, illustrations

Paperback: 0-89128-803-1

ASCII disk: 0-89128-804-X


AFB Press / American Foundation for the Blind

To order visit: or call 800-232-3044

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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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