Students with visual impairments do not have the same opportunity to see the equipment, activity, field, court, or game play as their sighted peers. Therefore, pre-teaching--the exposure to the entire upcoming unit before it starts--is warranted in order better support their inclusion in every activity with their peers at the same pace.

Visually-impaired students require tailored pedagogies to ensure their instruction is as high quality as for sighted students. They follow board work during class by referring to typed class notes provided ahead of time via a Braille reader, and in-class small groups solving problems create an inclusive "esprit de corps" and promote…

This work discusses the construction and evaluation of a digital thermometer especially designed to be operated by people with visual disabilities. The accessibility thermometer can be used as an educational tool in practical activities in classes for sighted and visually impaired students, with the aim of helping those with special needs gain…

Gifted students with visual impairments are twice exceptional learners and may not evidence their advanced science aptitudes without appropriate accommodations for learning science. However, effective tactile science teaching materials may be easily made. Recent research has shown that when tactile materials are used with "all" students…

NCTM (2000) described geometry as "a means of describing, analyzing, and understanding the world and seeing beauty in its structures" (p. 309). Dossey et al. (2002) captured the essence of this aspect of visualization by stating that geometry fosters in students an ability to "visualize and mentally manipulate geometric objects." (p. 200).…

Discusses teaching methods and instructional aids developed to integrate blind students into a private class for elementary-school-aged piano students. Instructional aids incorporate auditory and tactile stimuli to teach music notation skills. Commercial games, like Bingo, were modified with Braille symbols to teach rhythm concepts. (AM)

This handbook was developed for teachers who have a visually handicapped child in their regular classroom. Classroom activities designed to prepare students to receive a visually handicapped classmate are described. Recommendations are made on the use of special resources available to the teacher, and descriptions are given of successful…

Recounts a college economics professor's attempts to explain macroeconomic concepts to a blind student. Considers how explanations of economics principles often rely on graphic presentations. Describes experimental tactile adaptation, using graphs made out of sandpaper, yarn, spaghetti, and other materials. Recommends developing prefabricated…

Discusses variables in the systematic decision-making process for selecting appropriate reading media for students with visual impairments. The article describes a two-phase process for selecting print or braille media. It examines an objective procedure for determining the relative effectiveness of print media, illustrating the procedure with…

These eighteen articles concern approaches for dealing with the handicapped student in vocational education. The first article addresses the diversity of teaching approaches. The others focus on (1) team teaching (and cooperation with other subject area teachers); (2) the SERVE (Special Education Rehabilitation Vocational Education) Center…