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A Field Study of a Standardized Tangible Symbol System for Learners Who Are Visually Impaired and Have Multiple Disabilities
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Trief, Ellen; Cascella, Paul W.; Bruce, Susan M. – Journal of Visual Impairment & Blindness, 2013
Introduction: The study reported in this article tracked the learning rate of 43 children with multiple disabilities and visual impairments who had limited to no verbal language across seven months of classroom-based intervention using a standardized set of tangible symbols. Methods: The participants were introduced to tangible symbols on a daily…
Descriptors: Individualized Instruction, Visual Impairments, Receptive Language, Individualized Education Programs