Providing Access to the Visual Environment (Project PAVE) is a statewide multidisciplinary project that provides low vision services to children aged 3–21 in Tennessee. This article describes the project's administrative, direct service, and research components and the philosophy on which it is based.
Get full access to this article
View all access options for this article.
References
1.
BarragaN. C. (1990). Infusion of research and practice into personnel preparation. In HillE. W. (Ed.), Research and practice in the field of visual impairment: 70 years of vision at Peabody. Peabody Journal of Education, 67, 10–21.
2.
BlaschB. B., WienerW. R., & WelshR. G. (Eds.). (1997). Foundations of orientation and mobility (2nd ed.). New York: AFB Press.
3.
CornA. L., & KoenigA. J. (2002). Literacy instruction for students with low vision: A framework for delivery of instruction. Journal of Visual Impairment & Blindness, 96, 305–321.
4.
CornA. L., SchwartzT. L., BellJ. K., StewartI. W., & PerezA. M. (2000). Comprehensive low vision services for students and youths with low vision. In StuenC., ArditiA., HorowitzA., LangM. A., RosenthalB., & SeidmanK. R. (Eds.), Vision rehabilitation assessment, intervention and outcomes (pp. 421–424). Lisse, the Netherlands: Swets & Zeitlinger.
5.
CornA. L., & KoenigA. J. (Eds.). (1996). Foundations of low vision: Clinical and functional perspectives.New York: AFB Press.
6.
CornA. L., WallR., & BellJ. (2001). Impact of optical devices on reading rates and expectations for visual functioning of school-age students and youths with low vision. Visual Impairment Research, 2, 33–41.
7.
CornA. L., & WallR. S. (2002). Multimedia presentations for students with visual impairments. Journal of Visual Impairment & Blindness, 96, 197–211.
8.
CornA. L., WallR. S., JoseR., BellJ., WilcoxK., & PerezA. (2002). An initial study of reading and comprehension rates for students receiving optical devices. Journal of Visual Impairment & Blindness, 96, 322–334.
9.
D'AndreaF. M., & Farrenkopf (Eds.). (2000). Looking to learn: Promoting literacy for students with low vision.New York: AFB Press.
10.
GardnerL., & CornA. L. (1984). Low vision topics of concern. In SchollG. (Ed.), Quality services for blind and visually impaired students: Statements of position.Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Students.
11.
GardnerL., & CornA. L. (n.d.; ratified 1991). Low vision: Access to print. In Statements of position (pp. 6–8). Reston, VA: Division for the Visually Handicapped, Council for Exceptional Students.
12.
HatlenP. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 25–32.
13.
HuemannJ. E. (1999). Policy guidance on educating blind and visually impaired students. In PughG. S., & ErinJ. (Eds.), Blind and visually impaired students: Educational service guidelines (pp. 134–145). Alexandria, VA: National Association of State Directors of Special Education.
14.
HuemannJ. E. (2001). Policy guidance on educating blind and visually impaired students. RE:view, 33, 77–93.
15.
IndeK. (1978). Low vision training in Sweden. Journal of Visual Impairment & Blindness, 72, 307–310.
16.
JacobsonW. H. (1993). The art and science of teaching orientation and mobility to persons with visual impairments.New York: AFB Press.
17.
JoseR. T., & SpringerD. A. (1973). Optical aids: An interdisciplinary prescription. New Outlook for the Blind, 67(1), 12–18.
18.
KoenigA. J., & HolbrookM. C. (2000). Foundations of education: Second edition, Volume 2: Instructional strategies for teaching students and youths with visual impairments.New York: AFB Press.
19.
KoestlerF. A. (1976). The unseen minority: A social history of blindness in the United States.New York: David McKay.
20.
LussenhopK., & CornA. L. (2002). Comparative studies pertaining to the reading performance of students with low vision using large print, standard print, and standard print with optical devices. RE:View, 34, 57–69.
21.
MorrisO. (1973). Reading performance of normally sighted and partially sighted third and fourth grade students using regular print and large print. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
22.
PughG. S., & ErinJ. (Eds.). (1999). Blind and visually impaired students: Educational service guidelines.Alexandria, VA: National Association of State Directors of Special Education.
23.
SloanL. L., & HabelA. (1973). Reading speeds with textbooks in large and in standard print. Sight Saving Review, 43, 107–111.
24.
SpunginS. J. (1984). The role of the teacher of the visually handicapped. In SchollG. (Ed.), Foundations of education for blind and visually handicapped students and youth (pp. 471–473). New York: American Foundation for the Blind.
25.
SpunginS. J., and FerrellK. A. (1999). The role and function of the teacher of students with visual handicaps: CEC-DVI position statement. In PughG. S., & ErinJ. (Eds.), Blind and visually impaired students: Educational service guidelines (pp. 164–173). Alexandria, VA: National Association of State Directors of Special Education.
26.
StokesL. (1976). Educational considerations for the student with low vision. In FayeE. E. (Ed.), Clinical low vision (pp. 343–353). Boston: Little, Brown.
27.
SykesK. S. (1971). A comparison of the effectiveness of standard print in facilitating the reading of visually impaired students, Education of the Visually Handicapped., 3(4), 97–106.
28.
WallR. S., & CornA. L. (2002). Production of textbooks and instructional materials in the United States. Journal of Visual Impairment & Blindness, 96, 212–222.
