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The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

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Students with low vision who experience academic difficulties despite the incorporation of adaptations, modifications, and specialized instruction in their educational programs may also have undiagnosed learning disabilities. This article examines one student's performance and the methods that his multidisciplinary team used to document a dual diagnosis of low vision and learning disabilities. Defining low visionAccording to the Individuals with Disabilities Education Act (IDEA, 1997 [20 U.S.c. §1401 (3)(A) and (B); 1401 (26)]), "visual impairment including blindness

Support for families of children with autism spectrum disorders continues to be important, but formal support groups may not fit every need. The authors describe Family Fun Days, a program that paired leisure activities with opportunities for support. There was an increase in the number of participants over traditional support meetings, communication, and knowledge.   "I am not going to make it unless I speed, and I don't need a traffic ticket on top of everything else," Eileen whispers to herself. She is driving herself and her sons Scott and Kevin, ages 13 and 18, respectively, to an event she has attended for the past 3 weeks and is looking forward to attending again. The event is a Family Fun Day sponsored by a university in the city where she lives. Eileen laments, "If only I had been able to get Kevin dressed more quickly, I would have made it just fine. It's those new clothes. He never likes new clothes. I forgot that he had not worn the clothes before, and they were the only things that were clean." Kevin had been aggressive in his rejection of the clothes; however, with time and patience, Eileen had dressed her son. Consequently, Eileen was later than she ever thought she would be for the Family Fun Day. Eileen states, "Oh well, I know that if anyone will understand, these people will." Just as Eileen begins to relax a little, Scott turns his rap music CD up to full volume on the car stereo. Kevin is delighted, and Eileen thinks she is going to have a migraine.Eileen, a third-grade teacher, is the single mother of Kevin and Scott. Scott is an active seventh grader involved in sports and science clubs. Scott is very popular with his friends. Kevin, who attends high school, is also active at his high school in art and homemaking. He is very extroverted. "He has never met a stranger," Eileen tells others. Kevin was diagnosed with autism after Eileen noticed that he was not becoming verbal as a child. Eileen states, "He just did not talk like the others talked. He would repeat the hamburger commercial song over and over." When Kevin was young, Eileen noticed that he did not understand simple questions and directions. For example, Eileen might instruct Kevin again and again to pick up his toys and put them in a cabinet and he did not understand what she was talking about.As Kevin grew older, he often played with blocks. Eileen summarized the behavior this way: "When he first began playing with blocks, he would play with them for hours. He would always line them up in the same order, and then scatter them.