The Production of Brailled Instructional Materials in Texas Public Schools

Section: Discussionsupporting

confidence: 82%

Accuracy and Techniques in the Preparation of Mathematics Worksheets for Tactile Learners

Rosenblum

Herzberg

2011

“…The majority of U.S. states do not have a sufficient number of certified braille transcribers and hence use a variety of alternatively trained personnel for transcribing instructional materials in braille for students . Certified transcribers, noncertified transcribers, volunteers, paraeducators, and teachers of students with visual impairments are all regularly used to transcribe materials (Allman & Lewis, 1996;Herzberg & Stough, 2007; Rosenblum & Amato, 2004;. A continued and perhaps even more critical shortage of braille transcribers is anticipated (American Foundation for the Blind, AFB, n.d.; .…”

mentioning

confidence: 99%

“…The study presented here was part of a larger project that focused on braille transcribing by public school personnel in Texas (Herzberg & Stough, 2007. The first part of the project investigated who transcribed instructional materials into braille and how the materials were prepared (Herzberg & Stough, 2007). An electronic survey of 94 school personnel across Texas found that instructional materials were often transcribed by a variety of personnel who were often not certified by NLS.…”

mentioning

confidence: 99%

Error Analysis of Brailled Instructional Materials Produced by Public School Personnel in Texas

Herzberg

2010

“…Examples of accommodations warranting instruction are Braille and assistive technology. Teachers—TVIs and classroom teachers—are also responsible for providing some accommodations such as Braille materials (Herzberg & Stough, 2007), experiential learning (Wild et al, 2013), and increased verbal information during instruction (Rule et al, 2011).…”

mentioning

confidence: 99%

Accommodations Knowledge and Practice for Students With Visual Impairments

Nannemann

2021

Introduction Classroom accommodations are a primary means of supporting the appropriate education for students with disabilities. Student involvement in the accommodation process is valuable. Therefore, we need to teach students to be knowledgeable and strategic regarding their accommodations. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy (SSA). A comparative case studies approach within a sequential explanatory design was used to investigate their accommodations knowledge and practices. Results Participants improved or maintained accommodations knowledge. Their most-used types of accommodations were access accommodations and accommodations for content support. Three of the participants increased advocacy after strategy instruction. The participants’ accommodation practices were influenced by emotional-behavioral regulation, independence, and teacher involvement. Discussion Findings from this study relate to existing literature on accommodations support, teacher involvement in the accommodations process, instruction in accommodations advocacy, and the relationship between accommodations and emotional-behavioral dysregulation. Implications Findings emphasize the need to be explicit about the accommodations available to students with visual impairments and the need for strategy instruction in the SSA to address emotional-behavioral dysregulation.