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Evidence-Based Practices for Students With Visual Disabilities

National Center on Low-Incidence Disabilities, University of Northern Colorado, ferrell{at}unco.edu

Forty years of peer-reviewed research in literacy and 50 years of research in mathematics were systematically analyzed to determine the evidence supporting instructional pedagogy for students with visual disabilities. Review teams identified 30 intervention studies that utilized an appropriate comparison group. Although some studies had large effect sizes, none of the qualifying studies had been replicated. The analysis failed to establish the highest standard of evidence recommended by the What Works Consortium, but does suggest several promising practices that should be subjected to further study.

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Communication Disorders Quarterly, Vol. 28, No. 1, 42-48 (2006)
DOI: 10.1177/15257401060280010701


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Alicyn Ferrell, K. A. Search for Related Content Social Bookmarking                         What's this?