Blind Student Transitions to College Term Paper by scribbler

Blind Student Transitions to College
A review of the literature on the difficulties faced by sightless students in their transition from high school to college.
# 152413 | 1,627 words | 10 sources | APA | 2013 | US
Published on Feb 07, 2013 in Education (Higher) , Education (Special) , Child, Youth Issues (General)

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This paper outlines the history of education for blind children and describes their failure to be mainstreamed into classes for sighted students. The paper then reviews the literature on the difficulties faced by visually impaired students in their transition between high school and college and recommends steps to improve transitional choices and opportunities for sightless youth.

The Past and the Problems that Needed to be Solved
Addressing the Gap: Transition Planning for the Visually Impaired
Recommendations for Improving Transition Opportunities for Blind Youth

From the Paper:

"By 1900, blind children were being mainstreamed into schools in the U.S., the very first handicapped students to be mainstreamed (Flenner, 1993). And by 1964, Flenner explains, 80 percent of school districts that had at least 25,000 students had teachers specifically assigned for those students with visual handicaps. Today many schools have an "itinerant teacher" that serves blind students and travels from school to school. There are also teacher-consultants that provide educational services to blind students. In Flenner's article (published 17 years ago) she asserts that there is "a clear need for curriculum changes" for students who are visually handicapped (p. 174). She advocates for schools to hire consultant-collaborative teachers for students with visual handicaps (CCVH).
"Susan Jay Spungin, a sightless educator, writes in the first person about her association with the American Association for the Blind over the years (Spungin, 2008, p. 743). In 1972 she completed her dissertation on "defining competencies" for those personnel who would be preparing programs in the area of blindness. "Believe it or not," she writes in the Journal of Visual Impairment & Blindness, in 1973 the graduate programs that educated teachers to work with blind children "rarely shared information" (p. 743). The "closed nature" of those teacher programs has changed, however, she continues. Indeed, during the 1970s, she explains, the field of visual impairment and blindness "often grappled with the issue of developing special curriculum versus adapting existing curricula" (p. 744)."

Sample of Sources Used:

  • Etscheidt, Susan. (2006). Issues in Transition Planning: Legal Decisions. Career Development For exceptional Individuals. Vol. 29, 28-47.
  • Holbrook, M. Cay. (2009). Supporting students' literacy through data-driven decision-makingand ongoing assessment of achievement. Journal of Visual Impairment & Blindness, 10(3)133-137.
  • King, Gillian A., Baldwin, Patricia J., Currie, Melissa, and Evans, Jan. (2006). The EffectivenessOf Transition Strategies for Youth With Disabilities. Children's Health Care, 35(2), 155-178.
  • Ramstack, Tom. Blind High School Students Test New Navigation Device on College Visit. Washington Times. [Washington, D.C.] 30 July 2003. General OneFile.
  • Settle, Betsy. (1993). The consultative-collaborative teacher for students with visual handicaps.View, 24(4), 173-183.

Cite this Term Paper:

APA Format

Blind Student Transitions to College (2013, February 07) Retrieved March 23, 2023, from

MLA Format

"Blind Student Transitions to College" 07 February 2013. Web. 23 March. 2023. <>