Call for Papers for a Special Issue of the Journal of Visual Impairment & Blindness: Service Delivery Models in Education: Special Schools, Itinerant Programs
Guest editors: Eugene McMahon, Ed.D., executive director, Council of Schools & Services for the Blind; and Sharon Z. Sacks, Ph.D., director, Curriculum, Assessment, & Staff Development, California School for the Blind.
Deadline for submissions: February 28, 2014
Projected publication date: November-December 2014
For the past several decades, educational services for students with visual impairments have moved from geographically separate special schools outward, into the heart of local communities. During this time, every year has seemingly brought new challenges to professionals seeking to provide students with an effective education and promote their success throughout life. Innumerable forces have strongly influenced educational service delivery in the past decade, from government mandates to the price of gas. As the field of visual impairment seeks to build its evidence base of best practices, the effectiveness of professionals who work with students who are blind or visually impaired is being challenged today as never before, by everything from budget cutbacks, to an ever-increasing emphasis on high-stakes testing, to the rise of the Common Core Curriculum. The 2014 special issue of the Journal of Visual Impairment & Blindness (JVIB) invites papers on topics including, but not limited to, the following:
The role of the specialized school in today's educational landscape and beyond, and connections between specialized schools and programs around the world
Reports of effective transition planning for secondary school–aged students, which seek to identify key components of such planning.
Outcome measurement: Best practices in producing accurate and meaningful outcome data, and using such data to improve programmatic and administrative operations
Descriptions and outcomes of innovation in pedagogy, assistive technology, and distance learning at specialized schools
The role of partnerships or initiatives between specialized schools and local educational and outreach programs in providing quality education to all students
The changing roles of itinerant teachers in urban, suburban, and rural settings
Organizing principles and supportive strategies of effective itinerant teachers
Meeting the needs of students with multiple disabilities who require specialized services and direct instruction and support
Innovative instructional strategies for students with additional needs, such as English language learners or those with learning or multiple disabilities
Coping with the critical shortage of teachers, as well as a lack of access to services
The Expanded Core Curriculum
Providing services to infants and their families
The role of paraeducators, occupational therapists, and other members of the educational team
The team approach: Pooling resources and managing relationships, responsibilities, and rights in schools
Effective models of assessment for visually impaired students, including those with additional disabilities
Universal design in action: How portable electronic devices, like the iPad and Surface Pro, are revolutionizing service delivery in the modern classroom
Personnel training needs and solutions for braille proficiency, assistive technology skills, and working with students with severe multiple disabilities
Knowledge-management systems and testing: How data can be created and transformed into information and ultimately into knowledge
Guidelines for contributors are generally printed in each issue of JVIB, and are also available from AFB Press, American Foundation for the Blind: website: <www.afb.org/jvib_guidelines.asp>; phone: 212-502-7651; e-mail: <firstname.lastname@example.org>.
E-mail submissions should be sent to: <email@example.com>.
Questions should be sent to the editor in chief at the following e-mail address: firstname.lastname@example.org.