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Individualized meaningcentered approach to braille literacy education (I-M-ABLE) case study: Ajay's story.

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Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement.

This article discusses genetic syndromes that are etiologies of severe disabilities that include the characteristic of visual impairment. Information provided about refractive errors, field loss, cortical visual impairment, and ocular issues is intended to support the practitioner outside the field of visual impairment to collaborate with the teacher of students with visual impairments (TVI). This article provides an overview of the responsibilities of the TVI who can advise others about appropriate enlargement of materials, positioning for optimal use of functional vision, and adaptations to lessons such as the individualized daily schedule. Additionally, the TVI is familiar with instructional strategies to support the use of functional vision and to develop tactile skills. This article concludes with a discussion of the importance of interprofessional collaboration.