1. DAndrea, Frances Mary.

"Preferences and Practices among Students Who Read Braille and

use Assistive Technology." Journal of Visual Impairment & Blindness 106.10 (2012): 585-96.
ProQuest. Web. 21 Oct. 2015.

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In this writing the author focuses on the use of Braille and assistive technologies for
reading and writing by students that are young adults (16-22) and who are blind or visually
impaired. Twelve structured surveys were taken from across the U.S. and 3 major practices and 3
major attitudes emerged from said interviews. The results of the interviews showed that for
students with visual impairments to use a device to aid them in their academic pursuits they must
be proficient in many forms of accessible technologies.
This article was originally published by the Journal of Visual Impairment and Blindness
in October of 2012. The Journal of Visual Impairment and Blindness is a widely accepted journal
for practices, commentary, information etc. in the blind community. The American Foundation of
the Blind accredits the journal for its delivery of cutting-edge research and the most up-to-date
practices in the field of visual impairment and blindness. Also, given that the article was
written in the year 2012 it is within the standard 3 year limit for research paper resources.
While majority of the article doesnt pertain to my research topic, the article does directly
mention that students must be proficient in multiple forms of technology and methods of
learning. This statement backs the importance of organizations that provide services to students
who are blind and visually impaired. More information will have to be acquired regarding the
need for outside help beyond what can be gotten by regular public school systems.

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2. Mey, van Munster, et al. "Physical Education and Visual Impairment: Collaborative
Communication for Effective Inclusion." Journal of Visual Impairment & Blindness (Online)
109.3 (2015): 231. ProQuest. Web. 21 Oct. 2015.

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This brief article covers roadblocks that teachers of physical education have when
teaching students who are blind or visually impaired. The article describes three different types
of PE teachers; teachers of visually impaired students, orientation and mobility (O&M)
specialists and peers. The article covers the questions that each of these teachers could pose to
themselves when helping a student who is blind or visually impaired. The author is purposeful is
stating that there are multiple different forms of making physical education accessible to students
with visual impairments.
This article was originally published by the Journal of Visual Impairment and Blindness
in May of 2015. The Journal of Visual Impairment and Blindness is a widely accepted journal for
practices, commentary, information etc. in the blind community. The American Foundation of the
Blind accredits the journal for its delivery of cutting-edge research and the most up-to-date
practices in the field of visual impairment and blindness. However, the article doesnt go into
detail about the students perspective on accessible forms of physical education.
Most of the entry wont be used in my research because it covers teachers perspective
and plans on students with visual impairments and doesnt cover student ideas. However, the
article does show that teachers realize that there are multiple forms of educating students with

visual impairments. Also, these practices and ideas can be moved beyond physical education and
into other classrooms.

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3. DePountis, Vicki M., et al. "Technologies used in the Study of Advanced Mathematics by
Students Who are Visually Impaired in Classrooms: Teachers' Perspectives." Journal of Visual
Impairment & Blindness (Online) 109.4 (2015): 265. ProQuest. Web. 21 Oct. 2015.
This article is the study of an interview conducted to see how students in advanced
mathematics classes used assistive technology to accomplish lesson plans set forth by the
instructor. The surveys main focus were the teachers of said students and involved a device
matrix of high-tech assistive devices that teachers could stop and scan for each device they had
experience with students who used them. The rest of the survey involved question regarding
preparation of lesson plans, student submission of work, independence of students and students
access to work.
This article was originally published by the Journal of Visual Impairment and Blindness
in July of 2015. The Journal of Visual Impairment and Blindness is a widely accepted journal for
practices, commentary, information etc. in the blind community. The American Foundation of the
Blind accredits the journal for its delivery of cutting-edge research and the most up-to-date
practices in the field of visual impairment and blindness. However, the article doesnt go into
detail about the students perspective on accessible technology and therefore lends little to my
research.
The heavy focus of assistive technology is very important to students with visual
impairment. However, because it is only the teachers perspective of how the technology is used

it is lacking in aid to my research. While the article does statement that there are many forms of
assistive technology and (in the field of mathematics) can be extremely helpful to students, the
main take away of this article to my paper will be importance of students knowing how to use
their assistive technology effectively and communicate with their professors the accessibility of
technology.

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4. McMahon, Eugene. "The Role of Specialized Schools for Students with Visual Impairments in
the Continuum of Placement Options: The Right Help, at the Right Time, in the Right Place."
Journal of Visual Impairment & Blindness (Online) 108.6 (2014): 449. ProQuest. Web. 21 Oct.
2015.
This article is based on the a comparison of two surveys conducted on students with
visual impairments and their placement in specialized schools. The surveys also attempted to
show how the placement of students projects into postsecondary education placement. Neither
the survey nor the article addresses the quality of the education received in specialized schools.
Also, many specialized schools reported that they provided services to general education schools
and their faculty.
This article was originally published by the Journal of Visual Impairment and Blindness
in December of 2014. The Journal of Visual Impairment and Blindness is a widely accepted
journal for practices, commentary, information etc. in the blind community. The American
Foundation of the Blind accredits the journal for its delivery of cutting-edge research and the
most up-to-date practices in the field of visual impairment and blindness. Also, the information

contained in the article comes from surveys of large, small, public, private and state schools so
the information is diverse and represents a large population.
Like previous articles, most of this writing has to do with the teachers perspective of
how schools for the visually impaired and blind affect those students. However, this writing
does hone in more on the topic of education and the options of education that students have
while in school. While private schools may not be an option for some students, there are still
options of different education facility such as overnight state schools, vocation schools etc and
this part of the article will be key for my research because of amount of considerations of kids
changing from whatever form of school they are already in to postsecondary education.

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5. Interview
This interview was conducted by Trey Roach and the interviewee was Alan Chase,
Exceptional Children Program Facilitator for Durham public schools. Mr. Chase spoke about
how his organization, the Envisioning Youth Empowerment Retreat (EYE,) has aided students
with visual impairments make transitions from primary education to postsecondary education.
As mentioned before, Mr. Chase is the Exception Children Program Facilitator for
Durham public schools. Mr. Chase has worked with special education children in elementary,
middle and high school settings since 2006 and holds a Bachelors and Masters degree in special
education. Also, Mr. Chase is working toward a doctorate in educational supervision and
administration at North Carolina State University. Mr. Chase himself has also gone through
public schooling and the transitions as a student with visual impairments therefore giving him the
perspective for addressing issues and giving input to other students with visual impairments.

During the interview Mr. Chase spoke of his organizations work with students who are
blind or visually impaired. He was proud to say that the EYE Retreat of 2015 reached students in
9 states and 2 countries and had almost 50 in attendance. He mentioned that this was a massive
step up from the Retreats start in 2009 that had only a handful of participants.This information is
useful to my research in that it shows that organizations such as Mr. Chases are successful and
are growing to meet the need of students who are blind or visually impaired.