TEACHERS PERSPECTIVES ON SELECTING LITERACY MEDIA FOR CHILDREN WITH VISUAL IMPAIRMENTS

Teachers from a residential school and a public school district that s erve children with visual impairments read scenarios of five children with various eye conditions and ability levels, chose a primary litera cy medium for each child, and presented rationales for their decisions . Although all the teachers cited child-related factors more than mech anical or social factors, the two groups of teachers differed in the w eight they placed on different subcategories of these factors and thei r attitudes toward the use of braille.