Keys to Educational Success: Teaching Students with Visual Impairments and Multiple Disabilities

Contents
Foreword
Acknowledgments
About the Contributors
Introduction

Part 1 – Students with Visual Impairments Who Have Multiple Disabilities: Who They Are and How They Are Served
Chapter 1   Educating Students with Visual Impairments Who Have Multiple Disabilities: An Overview – Sharon Z. Sacks
Chapter 2   The Role of the Teacher of Students with Visual Impairments with Students Who Have Multiple Disabilities – Jane N. Erin

Part 2 – Assessment
Chapter 3   Assessment of Students Who Have Visual Impairments and Multiple Disabilities – Susan Bruce, Sharon Z. Sacks, and Chris Brum

Part 3 – Instructional Planning and Design
Chapter 4   Eligibility and IEP Development – Mary C. Zatta
Chapter 5   Curriculum for Students with Visual Impairments Who Have Multiple Disabilities – Mary C. Zatta
Chapter 6   Instructional Strategies: A Universal Design for Learning Approach – Elizabeth Hartmann

Part 4 – Essential Areas of Instruction
Chapter 7   Communication Skills – Therese Rafalowski Welch
Chapter 8   Functional Literacy – Charlotte Cushman
Chapter 9   Orientation and Mobility Programs – Robyn Herrera, Jennifer Cmar, and Diane Fazzi
Chapter 10   Promoting Social Competence – Sharon Z. Sacks
Chapter 11   Teaching Independent Living Skills – Angela Martyn and Frances Liefert
Chapter 12   Assistive Technology – Stacy M. Kelly and Derrick W. Smith
Chapter 13   Positive Strategies for Behavioral Intervention – Laurie Denno

Part 5 – Preparing for Life Before and After School
Chapter 14   The Early Childhood Years – Tanni L. Anthony
Chapter 15   Planning an Effective Transition – Betsy L. McGinnity

General Resources
Index

• Keys to Educational Success includes:
• Information about the basics of assessment, IEP development, and instructional planning and design.
• Specific strategies for essential areas of instruction including communication, literacy, O&M, behavior intervention, technology, and others.
• Guidelines for working with very young children, as well as for preparing students for life transitions after school, are explained.

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