This survey found a wide range of capabilities and issues regarding the production of textbooks and instructional materials for students with visual impairments in 42 states. Shortages of qualified braille transcribers and inadequate funding were often cited as barriers to developing better services. The most effective model of production and delivery was a centralized center in each state.
Get full access to this article
View all access options for this article.
References
1.
CornA. L., HatlenP., HuebnerK., RyanF., & SillerM. A. (1995). National agenda for the education of children and youths with visual impairments, including those with multiple disabilities.New York: AFB Press.
2.
CornA. L., HatlenP., HuebnerK., RyanF., & SillerM.A. (1996). Developing the national agenda for the education of children and youths with visual impairments, including those with multiple disabilities. RE:view, 28, 5–17.
3.
CornA. L., & WallR. S. (2002). Availability and training of braille transcribers. Journal of Visual Impairment & Blindness, 96.
4.
Individuals with Disabilities Education Act of 1997, 20 U.S.C., Chapter 33.
