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ERIC Number: ED439870
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Collaboration and Role Release: Can Diverse Special Education Teachers & Regular Education Teachers Work Together To Serve Students with Visual Impairment or with Learning Disabilities?
Jager, Brenda K.; Moser, Valarie
Visual difficulties among students with learning disabilities take two forms: visual-processing dysfunction and deficits in basic visual skills. Students with a visual-processing dysfunction have problems interpreting visual information even when the visual information is clear. Students with basic visual disability have problems obtaining sufficient visual information but can interpret what they see. While the latter is not considered an information-processing disorder, it can potentially exacerbate other disabilities. Despite differences in etiology and primary interventions, the two types of visual difficulties may lead to similar behaviors and may respond to similar compensatory (secondary) strategies. These strategies include enlarging print size, modifying worksheets, using a visual "window" or ruler, and using multiple senses during instruction. Students with basic visual deficits may benefit from visual therapy (eye exercises) or the use of tinted glasses. In most states, teachers of students with visual impairment (TVIs) provide services only to students with visual disabilities and may not serve students with learning disabilities. However, TVIs may provide other teachers and parents with consultation and professional brainstorming about possible compensatory strategies for either group. (SV)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A