Introduction: Data were collected from youths with visual impairment about their experiences with tactile graphics and braille materials used in mathematics and science classes. Methods: Youths answered questions and explored four tactile graphics made using different production methods. They located specific information on each graphic and shared their thoughts about the quality of the graphics. Results: Twelve youths in 6th to 12th grades participated. Almost all participants reported typically receiving braille materials and using tactile graphics in their mathematics and science classes. Participants varied in their accuracy in locating specific information in four tactile graphics. They all reported that what made a tactile graphic "good" was clarity of information. Discussion: The majority of the youths reported that occasionally they do not have access to mathematics and science materials at the same time as their peers. Some seemed concerned by the lack of materials, and others did not. The lack of materials may be problematic, since some of the students reported completing the assignments later or not at all. Youths overwhelmingly reported a need to have tactually distinctive elements in graphics. Implications for practitioners: Professionals should consult youths when preparing materials for them for use in mathematics and science classes. Additionally, youths who are tactile readers need direct instruction in how to measure objects as well as how to locate specific information in a variety of graphics prepared using different production methods.

Introduction This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results The majority of participants reported that they primarily assess pre-academic and academic students in kindergarten through 12th grade (K-12). More than 95% of all participants indicated that they assess near and distance visual acuity. Other commonly assessed skills and abilities were tracking ( n = 298; 95%), peripheral visual fields (n = 296; 94%), and color perception (n = 293; 93%). Approximately 50% of survey participants indicated that they use a screening tool in determining the need for an orientation and mobility (O&M) evaluation. Discussion The procedures and tools used by participants in completing FVAs varied based on the specific student being assessed. There was also considerable variation in visual skills assessed, as well as in what was included in the assessment report by the participants. Based on comments from participants, it appears that there are complex factors that influence the decision-making process regarding possible referrals for an O&M evaluation or a clinical low vision evaluation. Implications for practitioners Teachers should reflect on their own practices and procedures to determine whether they are including all pertinent information in their FVA reports, as well as explore whether they should assess additional visual skills in order to provide a rich description of how the student uses his or her vision throughout the day in a variety of environments.

Data were gathered from 166 participants regarding their qualifications for and training in preparing mathematics materials for tactile learners. The participants shared information about the courses and workshops they had attended, the books and resources they used, the amount of time they spent preparing mathematics materials, and information about the production of tactile graphics.

Introduction This study analyzed the accuracy of 107 mathematics worksheets prepared for tactile learners. The mean number of errors was calculated, and we examined whether there was a significant difference in the level of accuracy based on National Library Service for the Blind and Physically Handicapped (NLS) certification or job role of participants. Methods The authors selected five work sheets representative of mathematics materials transcribed for K-12 students. After completing an online demographic survey, participants prepared at least one of the worksheets and completed an online transcription survey about how they prepared each worksheet. Results The majority of the 59 participants spent less than 30 minutes transcribing each worksheet, and the predominant method for production was the use of braille translation software. Overall, participants had a high level of accuracy on the literary braille portions of the worksheets. There was variability in the accuracy of the Nemeth elements, formatting, and tactile graphic labels across the transcriptions. Significant differences existed between the means of errors in formatting and literary braille according to NLS certification status and, to a lesser extent, job role. There was not a significant difference in the accuracy of Nemeth elements in the majority of the worksheets according to certification status or job role. There were no significant differences in the preparation of the worksheets based on primary production method. Discussion There was variability in how materials were prepared for tactile readers and in the quality of the transcriptions. Implications for practitioners Variation in how materials are presented to tactile readers, including the formatting of headings and directions, can affect the ease of scanning and reading of materials. Inconsistencies, omissions, and errors have the potential to impact the ability of readers to understand and access information.

This study investigated the background of personnel who are responsible for transcribing braille in Texas. Most respondents were not certified by the Library of Congress and believed that they had begun their careers less than adequately prepared, yet they rated the quality of the materials that they produced as either excellent or good.Tina S. Herzberg, Ph.D., assistant professor and director, Visual Impairment Program,