High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students' needs…

Introduction: This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods: This research used qualitative interviews with school administrators, staff members, and teachers at four…

Introduction: The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods: Validity and reliability of the Visual Impairment Scale of Service Intensity…

This point/counterpoint feature evaluates braille literacy instruction in three commentaries by A. J. Koenig, J. E. Olmstead, and E. J. Rex. The commentaries indicate that itinerant instruction of braille skills can be effective with adequate student motivation and requisite skills, school staff and family support, vigilant focus on student needs,…

This brief article outlines theories for the decrease in braille literacy among children with visual impairments. It stresses the need for braille instruction, the inability of itinerant teachers to adequately instruct many scattered visually impaired students, and resistance to using simplified Grade 1 braille. Special problems raised by…

Analysis of 72 questionnaires completed by California itinerant special educators serving students with visual impairments found that most respondents reported they had too many students on their caseloads, served students who could be better served in other placements, and had insufficient time in the school day. Caseload maximums of 8 to 12…

A survey of 60 teachers of students with visual impairments in Illinois evaluated student use of assistive technology. Findings indicated that only 40 percent of students requiring alternative reading media used assistive technology and that students served by itinerant teachers were less likely to use or receive assistive technology training than…

The use of mobile telephones by 25 itinerant teachers in Texas was evaluated. Factors considered included time management, costs, changes in use of various types of telephones, and feelings of security. With one outgoing call per day, teachers saved enough time to accumulate the equivalent of one week's service each year to their students.…