J K Bell, E A Andersen, C S Bachofer
Vanderbilt University, Special Education, Nashville, TN, United States
BACKGROUND
The reading speeds of children with visual impairments are often significantly lower than their sighted peers. These reading deficiencies limit the potential employability of students. Project Providing Access to the Visual Environment (PAVE) addresses the literacy needs and visual access to the environment for students with low vision through the use of prescribed optical devices. Project PAVE outcomes document the impact of optical devices in two studies that address reading rates and expectations for visual functioning.
METHOD
Through the PAVE model, students receive comprehensive low vision services including instruction in the students' schools with their prescribed devices. Silent and oral reading speeds and comprehension rates are recorded before and after optical device intervention. Also, students, parents, and teachers each complete a form indicating their perceptions of the student's present and future ability to accomplish specific visual tasks. These expectation forms are completed pre-and post optical device instruction.
RESULTS
Project PAVE research demonstrates that participating students reduce the reading speed gap behind their sighted peers; increases were found for students and teachers expectations for visual functioning. Additionally, students, parents, and teachers sighted long term gains for personal, academic, and vocational goals.
CONCLUSION
Further research is needed to address the cause of change in PAVE reading rates and expectation scores. Specifically, does direct instruction in the use of optical devices cause increase in reading rates and expectations for visual functioning as well as increase gains in personal, academic, and vocational goals?
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