Differentiating Instruction for Students Who Are Blind and with Low Vision

Autor/inn/en	Vaughn, Sharon; Alsolami, Abdulaziz; Swanson, Elizabeth
Titel	Differentiating Instruction for Students Who Are Blind and with Low Vision
Quelle	In: TEACHING Exceptional Children, 55 (2023) 4, S.244-250 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaughn, Sharon) ORCID (Alsolami, Abdulaziz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221113003
Schlagwörter	Students with Disabilities; Visual Impairments; Blindness; Partial Vision; Individualized Instruction; Academic Accommodations (Disabilities); Teaching Methods; Assistive Technology; Accessibility (for Disabled); Space Utilization; Classroom Environment; Instructional Materials; Social Integration + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Blindheit; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Accessibility; Zugänglichkeit; Raumnutzung; Klassenklima; Unterrichtsklima; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Soziale Integration
Abstract	To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01