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Sighted writers depend heavily on visual feedback during different phases of writing. When they write on paper or enter text into the computer, they look at what they have written to be sure that the words make sense and are spelled correctly. When they compose or revise, they frequently look back at previously written sections and insert, delete, or revise text; reorganize paragraphs; or make marginal notes. They also depend upon printing their work in the same writing system used by most of their readers.
Lacking visual feedback, writers who are visually impaired frequently use alternative means of displaying text which rely on other senses. As students who are visually impaired progress through school, they must have independent access to flexible technology that can address their changing needs.
Rebeka, a third grader with cerebral palsy
Angie, a high school sophomore
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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
ŠEducation Development Center, Inc.