Visually Impaired K to 12

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Annotated Bibliography

The annotated bibliography that follows includes basic references that you may find useful in preparing for the exam. Each resource is keyed to the competencies and skills found in Section 3 of this guide.

This bibliography is representative of the most important and most comprehensive texts as reflected in the competencies and skills. The Florida Department of Education does not endorse these references as the only appropriate sources for review; many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the exam.

  1. Allman, C. B., & Lewis, S. (Eds.). (2014). ECC essentials: Teaching the expanded core curriculum to students with visual impairments. New York, NY: AFB Press.

    Comprehensive text focusing on all nine areas of the Expanded Core Curriculum for students who are blind/low vision. Also includes discussion of assessment and instruction and use of task analysis, scaffolding, and evidence-based instructional practices to teach and support the unique needs and skills specific to the ECC. Useful for review of competencies 2, 3, and 4.

  2. American Printing House for The Blind. [Online].

    Principle and comprehensive source of information for up-to-date resources, materials, and practices. Includes webinars for training and braille resources. Supports professionals and parents/guardians of individuals who are blind/low vision. Useful for review of all competencies.

  3. Braille Authority of North America (BANA). [Online].

    Comprehensive, most current and evolving information specific to Unified English Braille (UEB) rules, guidance, materials, trainings, and resources specific to braille instruction. Also, guidance on using Nemeth Code within UEB contexts and changing policies. Useful for review of competency 7.

  4. Braille Authority of North America (BANA). (2016). Braille formats. Principles of print-to-Braille transcription. New York, NY: American Printing House for the Blind. [Online].

    Revision of BANA’s publication, Braille Formats, to include rules and formatting guidelines for Unified English Braille (UEB) transcriptions. Useful for review of competency 7.

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

    In-depth resource for developing and promoting tactile communication methods and strategies. Topics include assessing and developing tactile skills, multiple communication options, emergent literacy strategies, and supporting interaction through touch and sensory development. Useful for review of competencies 4 and 7.

  6. D'Andrea, F. M., & Farrenkopf, C. (2008). Looking to learn: Promoting literacy for students with low vision. New York, NY: AFB Press.

    General foundational information focusing on developing a visual skills instruction program for the unique needs of students with low vision. Includes introduction to interpreting an eye report and performing a functional low vision assessment, as well as activities and games for teaching students use low vision devices: monocular telescopes, magnifiers, and CCTV. Useful for review of competencies 1, 2, 3, and 7.

  7. Florida Department of Public Education. Special Programs I. (2017). Final 6A-6.03014. Exceptional Student Education Eligibility for Students Who Are Visually Impaired. [Online].

    Florida regulations and requirements for educational requirements specific to identification, eligibility, and special education provisions for students who are blind/low vision. Useful for review of competency 6.

  8. Holbrook, M.C., & D'Andrea, F. M. (2014). Ashcroft’s programmed instruction: Unified English Braille. Germantown, TN: SCALARS Publishing.

    Step-by-step guide to rules for Unified English Braille (UEB) and sample instructional activities. Useful for review of competency 7.

  9. Holbrook, M.C., McCarthy, T., & Kamei-Hannan, C. (Eds.). (2017). Foundations of education: Volume 1: History and theory of teaching children and youths with visual impairments (3rd ed.). New York, NY: AFB Press.

    Comprehensive textbook addresses foundational topics around the education of students who are blind/low vision. Useful for review of competencies 2, 3, and 4.

  10. Holbrook, M.C., McCarthy, T., & Kamei-Hannan, C. (Eds.). (2017). Foundations of education: Volume 2: Instructional strategies for teaching children and youths with visual impairments (3rd ed.). New York, NY: AFB Press.

    Comprehensive textbook addresses a range of topics related to the historical foundation of education, trends, and perspectives regarding the education of student who are blind/low vision. Useful for review of competencies 5 and 6.

  11. Lueck, A. H., & Dutton, G. N. (Eds.). (2015). Vision and the brain: Understanding cerebral visual impairment in children. New York, NY: American Printing House for the Blind.

    Comprehensive resource of current knowledge regarding Cerebral Visual Impairment (CVI), the most common cause of visual impairment in children. Topics include in-depth information of current brain research, the visual system, and general visual impairments, as well as specific and unique considerations for CVI. Useful for review of competencies 1 and 2.

  12. Olmstead, J. E. (2005). Itinerant teaching: Tricks of the trade for teachers of students with visual impairments (2nd ed.). New York, NY: AFB Press.

    Introductory resource for itinerant teachers of the visually impaired, with practical strategies, resources, and techniques for developing collaborative approaches, scheduling, organizing materials, and addressing unique aspects of delivering itinerant services to students who are blind or low vision. Useful for review of competencies 4 and 5.

  13. Presley, I., & D’Andrea, F. M. (2009). Assistive technology for students who are blind or visually impaired. A guide to assessment. New York, NY: American Printing House for the Blind.

    Entry-level resource for various types of technology and assistive devices to support individuals who are blind/low vision. Includes assistive technology options to manage information in print or digital formats. Also includes process for conducting a technology assessment. Useful for review of competencies 3 and 7.

  14. Sacks, S. Z., & Zatta, M. C. (Eds.). (2016). Keys to educational success: Teaching students with visual impairments and multiple disabilities. New York, NY: AFB Press.

    In-depth resource to address the unique and diverse needs of students who are blind/low vision and have multiple disabilities. Includes the following topics: instructional design, planning and strategies, communication, UDL, assessment, ECC, positive behavior strategies, functional literacy, orientation and mobility, and preschool and postsecondary transition. Useful for review of competencies 1, 2, 3, 4, and 5.

  15. The Nemeth Braille Code for Mathematics and Science Notation. (1972 Revision). American Printing House for the Blind. [Online].

    Principle guide to Nemeth Code for Mathematics and Science Notation. Useful for review of competency 7.

 

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