Determining the Reading Medium for Visually Impaired Students via Diagnostic Teaching

Abstract

To gather information on the reading medium of students with visual impairments, a systematic process is required. This article presents information on the application of a diagnostic teaching approach for determining the reading medium and for the ongoing evaluation of the initial decision. Checklists are included that will help in the collection of data to be considered by the multidisciplinary team, and two case studies are discussed to illustrate their appropriate use.