Some students with visual impairments have not learned to read print or braille due to a variety of factors. The inability to read proficiently affects all areas of a person's life. Thus, it is essential that teachers of students with visual impairments (hereafter called "teachers") are systematic and use research-based practices in…

Fifty-three students from six to thirteen years old participated in a study designed to compare the achievement of auditorally and visually deficient learning disabled students under three different treatment methods. Once students were found to meet the study's criteria for learning disabilities, they were further assessed, and 34 students were…

A reading program was devised to affect gains in reading for eighth grade students who had both perceptual and reading deficiencies. The program was divided into two phases, the first consisting of visual-motor-perceptual training conducted three times a week for twelve weeks, and the second composed of individualized reading instruction five…

The "PRISE Reporter" newsletter is issued six times a school year, generally from November through May. This collection of 18 issues examines the following special education topics: "Chronological Age in the Design of Educational Programs for Severely and Profoundly Impaired Students" (L. A. Larsen and L. B. Jackson);…

The catalog lists special education materials identified by approximately 500 special educators (through the Teacher Initiated Materials Evaluation Process) as effective with handicapped and gifted children. The evaluation process is built on the premise that teachers in contact with handicapped children know the most effective materials.…