Introduction This article presents a study that gathered data from 66 teachers of students with visual impairments about their preparation to work with children who are visually impaired and are learning English, and their knowledge of instructional strategies and methods of instruction. Methods An online five-part survey was available to teachers of students with visual impairments in the United States and Canada for a month-long period in the spring of 2012. Results The 66 participants had various levels of knowledge of strategies for teaching English language learners. Many used common instructional strategies for English language learning when meeting their students’ learning needs. When they taught braille to the students, they almost always taught in English. Thirty percent of the teachers did not feel qualified to work with students who are visually impaired and English language learners. Discussion The participants were rich in their knowledge of strategies for teaching English, indicating that this group of self-selected individuals may have chosen to participate because the topic was of interest to them. Two-thirds of them felt qualified to work with students who are visually impaired and English language learners. Implications for practitioners Teachers of students with visual impairments are often knowledgeable about educational strategies used with students who are learning English. They reported an overlap in strategies used with students who are visually impaired and students who are English language learners. When they teach braille, they most often do so in English braille. There is a need to duplicate this study with a wider cross section of teachers of students with visual impairments to ensure that the data reported here are representative of the population.
This survey examined the experiences of parents of individuals with visual impairments who acquired professional credentials in the field of visual impairment. The participants reported on such topics as the advantages and disadvantages of being a parent-professional, the types of support they seek, and advice to others who are balancing both roles.
systems are not designed with vision loss in mind; they tend to be visually based through computer and camera systems, provide little audio feedback, and depend on availabil ity of a sighted caregiver (Charness, 2006). These are, however, problems that can be overcome. Services for older adults with vi sion loss could be augmented through appro priate use of technology and research. This is an area in which the complementary knowl edge bases of the vision rehabilitation and public health fields can be tapped in order to find ways to increase accessibility through Internet-based video camera technology, im proved synthetic speech, enlarged screens with large print and good contrast, braille out put, and "Smart Homes" that can interact with a consumer's computer. A S mart Home is de fined as a highly automated home that uses a common electronic network infrastructure for lights, appliances, and other electronic de vices. A security system and camera monitors in a smart house are designed to allow some one other than the home owner, such as a fam ily member or health care provider, to moni tor the older person's well being and safety. Automated products, such as those featured in Smart Homes, are designed to allow the older person to remain at home rather than moving to a higher level of care such as an assisted living facility.
SUMMARYVision loss is an issue for both the fi elds of aging and public health. It must be recognized as such and receive the attention it deserves, as well as being given a commitment from the public health arena to address it. The vision rehabilitation field stands ready to join forces with the aging and public health systems to enhance the ability of older adults with vision loss to continue to live independent lives.
REFERENCESAdministration on Aging. (2006). The aging network: Collaboration between the public health and aging services networks. [On line.
Promoting Learning Through Active Interaction (PLAI) is an easy-to-understand, and useful book for parents and service providers. Klein, Chen, and Haney have built this practical book on the theoretical foundation of Dr. T. Berry Brazelton, the famous pediatrician who is professor of pediatrics at Harvard University. Many years ago, Brazelton wrote articles reporting that young children are equipped with highly predictable behavioral responses to both positive stimuli (those that are appropriate for the child) and negative stimuli (those that are inappropriate or overloading) from the outside world. The children's responses were instrumental in shaping the responses of the caregiver, which set up a mutual "feedback" system. This mutual feedback system---or the influence of the child, caregiver, and environment on one another-was critical to the young child's cognitive and emotional development and taught the caregiver and child how to communicate with each other to assist the child in reaching the next stage of development. When a caregiver missed or misinterpreted a response or
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