Sixty-seven parents who are visually impaired revealed strategies for their children's safety, transportation, homework, and other parenting tasks and provided information about the emotional impact on their children and others’ reactions to them as parents. Recommendations for current and future parents who are visually impaired and professionals are discussed.
This article reports on a multiple–case study that found a relationship between the proximity of paraeducators and the interactions of students with visual impairments with teachers and sighted students in general education classrooms. More interactions were found with teachers and peers in the classrooms when paraeducators were physically distant from the students. The findings have implications for addressing the roles of and training for paraeducators.
A review of the literature from 1965 to 2008 on tactile maps and models in orientation and mobility yielded four pre-experimental and three experimental articles. The articles were analyzed via best-evidence synthesis—a combined narrative and statistical approach—allowing for recommendations for the most effective use of tactile maps and models.
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