In this systematic review of research, the author analyzes studies of neural cortical activation, brain plasticity, and braille reading. The conclusions regarding the brain's plasticity and ability to reorganize are encouraging for individuals with degenerative eye conditions or late-onset blindness because they indicate that the brain can make new connections that have implications for braille reading, tactile perception, and instruction.
In this qualitative study, various professionals in specialized schools for students who are visually impaired provided information on assessment tools; how information was used to plan Individualized Education Programs; and their opin ions on the reliability, validity, and usefulness of various measurements. The impli cations of the findings for policy guidelines and high-stakes decisions are explored.
Relevant literature BACKGROUNDDespite the mandates of the Individuals with Disabilities Education Improvement Act (IDEIA) of 1997, which requires special
Children's perceptions of learning to read and write braille were measured using an open-ended 10-item questionnaire. The data were evaluated by amount of time, level of contractedness, and level of achievement. No differences were found with respect to time or the introduction of contractions. Differences were apparent between the high- and low-achievement groups.
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