TY  - CHAP
AB  - Abstract Students who are visually impaired (i.e., those who are blind or have low vision) need information and advice specific to their needs when they are in the process of making the transition from the school years to their adult lives. This chapter outlines disability-specific needs, instructional strategies, school professionals involved in teaching children who are visually impaired, and recommended resources for this population of students who are visually impaired with and without additional disabilities. Instructional supports for learners who are visually impaired during the transition years and many years in advance of the transition years are explicitly explored. The heterogeneous nature of the population of students with visual impairments and the long-standing, high unemployment rate are additional discussion points presented within this chapter for specific consideration.
VL  - 35
SN  - 978-1-83867-977-4, 978-1-83867-978-1/0270-4013
DO  - 10.1108/S0270-401320190000035013
UR  - https://doi.org/10.1108/S0270-401320190000035013
AU  - Kelly Stacy M.
PY  - 2019
Y1  - 2019/01/01
TI  - Special Education Transition Services for Students with Visual Impairments
T2  - Special Education Transition Services for Students with Disabilities
T3  - Advances in Special Education
PB  - Emerald Publishing Limited
SP  - 83
EP  - 97
Y2  - 2024/04/23
ER  -