English language learners with visual impairment are an underserved, under-researched group. One particular challenge faced by educators is conveying content knowledge in the secondary setting, particularly if students lack the expected background knowledge for coursework. In this study, an English language learner with visual impairment was taught biology vocabulary using tactile representations, along with the more traditional strategies of vocabulary in context and morphology. Using a multiple baselines design, the intervention was found to improve the student’s knowledge. Results support the use of tactile representations along with language-based vocabulary teaching for English language learners with visual impairment.
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