LITERACY MEDIA DECISIONS FOR STUDENTS WITH VISUAL IMPAIRMENTS: “Students with visual impairments, including those with multiple disabilities, are entitled to high-quality educational literacy programming. Decisions for determining appropriate literacy instruction must be based on data gathered through comprehensive and ongoing assessment of the learning medium or media, information from qualified professionals and the Individualized Education Program (IEP) team, including parents, and consideration of the use of a variety of assistive technologies, appropriate accommodations, and evidence-based teaching strategies. ” Position Paper of the Association for Education and Rehabilitation of the Blind and Visually Impaired click here
“The early years of a child’s life provide an ideal time for exploring the child’s use of sensory information and responses to instruction and for documenting observations. Educational teams should not feel rushed to make a decision on the primary literacy medium or media. Having the time to increase the use of all senses, even if a particular sense will not be used for reading and writing, is a luxury that exists only during the early years.” Pogrund, R. L., & Fazzi, D. L. (Eds.). (2002). Early focus: Working with young children who are blind or visually impaired and their families. New York, NY: AFB Press.
Observe, Observe, Observe: Learning Media Assessments for Children with Multiple Disabilities http://www.pathstoliteracy.org/learning-media-assessments-visual-impairments-multiple-disabilities#Introduction
Learning Media Assessments http://www.pathstoliteracy.org/learning-media-assessment