Preschoolers With Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation

Bruce S. M. Bashinski S. M. (2017). Promoting communication development in learners with severe disabilities: Evidence for the tri-focus framework strategies. American Journal of Speech-Language Pathology, 26, 162–180.

Center for Applied Special Technology. (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. http://udlguidelines.cast.org/more/downloads

Chen D. Downing J. E. (2006). Tactile strategies for children who have visual impairments and multiple disabilities: Promoting communication and learning skills. AFB Press.

Clark C. McDonnell A. P. (2008). Teaching choice making to children with visual impairments and multiple disabilities in preschool and kindergarten classrooms. Journal of Visual Impairment & Blindness, 102(7), 397–409.

de Beaufort H . (2019). Visual impairment. In Batshaw M. L. Roizen N. J. Pellegrino L. (Eds.), Children with disabilities (8th ed., pp. 525–540). Brookes Publishing.

DiCarlo C. F. Vagianos L. (2009). Using child preferences to increase play across interest centers in inclusive early childhood classrooms. Young Exceptional Children, 12(4), 31–39.

Dinnebeil L. A. Boat M. Bae Y. (2013). Integrating principle of universal design into early childhood curriculum. Dimensions of Early Childhood, 41(1), 3–13. https://www.collaborative.org/sites/default/files/Dimensions_Vol41_1_Dinnebeil.pdf

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education. http://www.dec-sped.org/dec-recommended-practices

Dunst C. J. Gorman E. (2011). Tactile and object exploration among young children with visual impairments. CELLreviews, 4(1), 1–9. http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n2.pdf

Dunst C. J. Trivette C. M. Hamby D. W. Simkis A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilities. Practical Evaluation Reports, 5(1), 1–32. http://www.puckett.org/Practical%20Evaluation%20reports/CPE_Report_Vol5No1.pdf

Ferrell K. A. (2011). Reach out and teach: Helping your child who is visually impaired learn and grow. AFB Press.

Gardner H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Hall T. Vue G. Stragman N. Meyer A. (2004). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html#.XTOLN5NKiCc

Hatton D. D. Ivy S. E. Boyer B. (2013). Severe visual impairments in infants and toddlers in the United States. Journal of Visual Impairment & Blindness, 107, 325–336.

Horn E. M. Classen A. Butera G. Palmer S. Leiber J. Friesen A. Mihai A. (2016). Role of Universal Design for Learning and differentiation in inclusive preschools. In Catalino T. Meyer L. E. (Eds.), DEC recommended practices monograph series No. 2. Environment: Promoting meaningful access, participation, and inclusion (pp. 51–66). Division for Early Childhood.

Horn E. M. Kang J. (2012). Supporting children with multiple disabilities: What we know and what we still need to learn. Topics in Early Childhood Special Education, 31, 241–248.

Horn E. M. Kang J. Classen A. Palmer S. (2016). Foundations of Universal Design for Learning. In Horn E. M. Palmer S. B. Butera G. D. Lieber J. (Eds.), Six steps to inclusive preschool curriculum: A UDL based framework for children’s school success (pp. 91–107). Brookes Publishing.

Kaiser J. T. Herzberg T. S. (2017). Procedures and tools used by teachers when completing functional vision assessments with children with visual impairments. Journal of Visual Impairment & Blindness, 111, 441–452.

Lane D. L. Brown J. A. (2016). Promoting communication development in young children with or at risk for disabilities. In Reichow B. Boyd B. A. Barton E. E. Odom S. L. (Eds.), Handbook of early childhood special education (pp. 199–224). Springer.

Lieber J. Horn E. Palmer S. Fleming K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Exceptionality, 16, 18–32.

Lohmann M. L. Hovey K. A. Gauvreau A. N. (2018). Using a Universal Design for Learning framework to enhance engagement in the early childhood classroom. The Journal of Special Education Apprenticeship, 7(2), 1–12. http://josea.info/archives/vol7no2/vol7no2-5-FT.pdf

Lueck A. H. Dutton N. G. (Eds.). (2015). Vision and the brain: Understanding cerebral visual impairment in children. AFB Press.

Lueck A. H. Heinze T. (2004). Interventions for young children with visual impairments and students with visual and multiple disabilities. In Lueck A. H. (Ed.), Functional vision: A practitioner’s guide to evaluation and intervention (pp. 277–352). AFB Press.

Morgan H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34–34. https://doi.org/10.1080/00098655.2013.832130

Ostroff W. L. (2012). Understanding how young children learn: Bringing the science of child development to the classroom. Association for Supervision and Curriculum Development.

Parker A. T. Ivy S. E. (2014). Communication development of children with visual impairment and deafblindness: A synthesis of intervention research. International Review of Research in Developmental Disabilities, 46, 101–143.

Price C. L. Steed E. A. (2016). Culturally responsive strategies to support young children with challenging behavior. Young Children, 71(5), 36–43.

Rao K. Ok M. W. Bryant B. R. (2014). A review of research on Universal Design educational models. Remedial and Special Education, 35, 153–166.

Romski M. A. Sevcik R. Barton-Hulsey A. Whitmore A. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication, 31(3), 181–202.

Rowland C. (Ed.). (2009). Assessing communication and learning in young children who are deafblind or who have multiple disabilities. Design to Learn Products, Oregon Health & Sciences University. https://www.designtolearn.com/uploaded/pdf/DeafBlindAssessmentGuide.pdf

Stubban P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947. https://files.eric.ed.gov/fulltext/EJ854351.pdf

Tomlinson C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digests (ID ED443572). https://www.ericdigests.org/2001-2/elementary.html

Tomlinson C. A. (2010). One kid at a time. Educational Leadership, 67(5), 12–16.

Tomlinson C. A. Brighton C. Hertberg H. Callahan C. Moon T. Brimijoin K. . . . Reynolds T. (2004). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 199–145.

Vygotsky L. S. (1978). Mind in society. Harvard University Press.

Withagen A. Vervloed M. P. J. Janssen N. M. Knoors H. Verhoeven L. (2010). Tactile functioning in children who are blind. Journal of Visual Impairment & Blindness, 104, 43–54.