Evidence-Based Practices for Students With Visual Disabilities

Abstract

Forty years of peer-reviewed research in literacy and 50 years of research in mathematics were systematically analyzed to determine the evidence supporting instructional pedagogy for students with visual disabilities. Review teams identified 30 intervention studies that utilized an appropriate comparison group. Although some studies had large effect sizes, none of the qualifying studies had been replicated. The analysis failed to establish the highest standard of evidence recommended by the What Works Consortium, but does suggest several promising practices that should be subjected to further study.