The below listed papers are papers that were presented at the 2015 SPEVI Biennial Conference, (Melbourne, VIC, Australia, 12-15 January 2015).
The papers are listed alphabetically on authors' names.
You can download each paper by clicking on the appropriate link below. Please use appropriate referencing. Published with authors' consent.
Keeping everything in balance
Andrews - Keeping it all in Balance
Argyropoulos, V., Chamonikolaou, S., Nikolaraizi, M., and Aineias, M. (peer reviewed)
The van Hiele Model and its implication in blind students’ understanding in geometry
Argyropoulos - The van Hiele Model and its implication in Blind Students Under
The hopes and challenges of a bionic eye: Implications for education and learning
Ayton - The Hopes & Challenges of a Bionic Eye
Berbec, E., Whalley, J., and Hayes, B.
Using augmentative and alternative communication (AAC) systems with students with vision impairment and additional disabilities in an educational setting
Whalley, Berbec, Hayes - Using augmentative and altern comm systems w students w VI & addit disab
Bishop, T. and Wedde, R.
Tactile Graphics: Why, How and Who?
Bishop, Wedde - Tactile Graphics Why, How and Who
Black, R. and Stewart, N. (peer reviewed)
BLENNZ Friday fun social skills programme
Black and Stewart_BLENNZ Friday fun social skills programme
Bringing together UDL and the IEP process to ensure successful outcomes for students
Clark - Bringing Together UDL and the IEP Process
Conway, B. and Knight, M.
Creating Simple Accessible Documents
Conway, Knight - Creating Simple Accessible Documents
Conway, B. and Knight, M.
The 3 factors of the accessibility equation: accessible information + technology + skills
Conway, Knight - The 3 factors of accessibility
Why pay for a Screen Reader? Why is JAWS still the best option for blind students?
Cracknell - Why pay for a Screen Reader-JAWS
Curtin, L. (peer reviewed)
Feelix Library Story mornings: Approaching new literacies and working with families to further develop these experiences
Curtin - Feelix Library Story mornings-Approaching new literacies and working w families to further develop these experiences
"What's the Difference Between a Dimple and a Pimple?": Building Vocabulary for Children with Visual Impairments
D'Andrea - Building Vocabulary for Children with VI
Sonokids Ballyland®educational technology - new developments
Damsma - Sonokids Ballyland educational technology-new developments
Damsma, P., and Pagliano, P. (peer reviewed)
Supporting young children who are congenitally blind in the use of the QWERTY keyboard: What does the literature tell us?
Damsma - Supporting young children who are congenitally blind in the use of the QWERTY keyboard
Deverell, L. (peer reviewed)
Sharing power, safety, and dignity of risk: A community model of O&M practice
Deverell - Sharing power, safety and dignity of risk
Doepel, S. (peer reviewed)
Accessing the Australian National Curriculum- what skills and technology do blind students need?
Doepel - Professionals who are Blind Share Education Experience and Advice
Do Touch the Sculptures Tour Guide
Donnelly - Do Touch the Sculptures Tour Guide
Surviving Secondary School as a blind student
Douros - Surviving secondary school as a blind student
Vision Impaired resourcing with a 3D printer
Elford - 3D printing of a periodic table
Elliott, R. and Kallaras, P.
Unexplained loss of vision: The importance of a team approach
Elliot - Unexplained Loss of Vision the importance of a team approach
Farouk, B. and Salafabisi, V.
Together towards tomorrow families and professionals: A vision
Farouk, Salafabisi - Together towards tomorrow families and professionals-a vision
Developing Phonological Awareness Skills in Children with a Vision Impairment and Additional Disabilities
Foale - Developing Phonological Awareness Skills in Children with a VI & additional disabilities
Unified English Braille: International training and research initiatives
Gentle - UEB initiatives
BLENNZ Online communities
Gilligan - BLENNZ Online Spaces
Glynan, D. and West, C.
Striding confidently into the future: A braille learner's 11 year technology journey from the Mountbatten to Google Docs
Glynan, West - Technology Journey
Glynan, D. and West, C.
UEB Maths Resource
Glynan, West - UEB Maths Resource
Emergency plans in schools: Individualised disaster planning for students with impaired vision
Good - Emergency plans in schools
Building success in literacy by working together with families
Harte-Fielder - Building Success in Literacy by Working together with Parents
Hartley, S. - Panel (Better Start)
Transition to NDIS
Panel - Better Start - Hartley - Transition to NDIS
Auditory adaptations in the science learning environment
Harvey - Auditory adaptations in the science learning environment
Towards empowerment and independence: Developing skills in self-determination for students who are blind or vision impaired
Helps - Empowerment and Independence-Developing Skills in Self-determination
Jessup, G., Bundy, A., Broom, A., and Hancock, N.
The psychosocial experience of varying everyday activities of high school students who are visually impaired
Jessup, Bundy, Hancock, Broom - The Psych. Experience of Highschool Students w VI
Kersey, J. and Anderson, D.
Gardening mother nature
Kersey, Anderson - Gardening Mother Nature BVI
Video conferencing: Together towards tomorrow
Kinny - Video Conferencing-together towards tmw
Sensory Learning NZ
Laing - Sensory Learning NZ
Reach and Match
Lau - Reach and Match
Accessing smart devices with a vision impairment
Lim - Accessing Smart Devices with VI
Introducing the VisiTab: the $100 gift of independence
Lim - Introducing the VisiTab - 100 dollar gift of independence
A Guide to University for the High School Student with Vision Impairment
Linton-Keane - TEXT for A guide to university-for the high school student with VI
A forward strategy: Transition high school students with vision impairment to university
Linton-Keane, - A Forward Strategy-transitioning high school students with VI to uni
Inclusive Education and the UN Convention on the Rights of Persons with Disabilities
Low - Inclusive education and the UN Convention on the Rights of Persons with Dis
All brains but no brawn: Creating a strong model for student support group meetings
McDonald-Kerr - All brains but no brawn
McFadden, J. and Gilmour, E.
Professional Learning for Teachers, Resource Teachers: Vision and Teachers’ Aides who support students who are blind, deafblind or low vision
McFadden, Gilmour - Professional Development for Teachers'Aides (1) (3)
Strategies for women and professionals for managing the menstrual cycle of women with vision impairments
McGregor, Freya - Managing Strategies For Menstrual Cycle of Women w VI
McKee, C. (peer reviewed)
Supporting parents to support children with vision impairments: How flexible delivery of evidence based training can make a difference
McKee - Supporting Parents to support children w VI
Neva's school letter
Mochi - Nevas school Letter
Starting school with success: A mother's journey to help her VI daughter integrate into mainstream prep
Mochi - Starting school with Albinism
Glasses have become a fashion accessory
Ocean - Glasses Have Become a Fashion Accessory
Pagliano - Closing Session SPEVI15
Together towards tomorrow: Sensory prosthetic devices
Pagliano - Sensory prosthetic devices
Mathematical Connections: Making it happen for students with vision impairment in inclusive classrooms
Palmer - Mathematical Connections
Vision Impairment: The impact on social cognition and social ability
Palmer - The impact of VI
The Vision Specialist Teacher as Leader
Palmer - The Vision Specialist Teacher as Leader
Reasonable adjustments: a vision for equity
Poed - Reasonable Adjustments Version 1
A better Start: A team approach
Reese - Better Start-A Team Approach
Braille, Large Print, PDF, DAISY: Doing it with style!
Riessen - Braille, Large Print, PDF, Ebook-doing it with style
Rix, C., Lonsdale, A. and Monigatti, S.
Facilitating life skills
Rix, Lonsdale, Monigatti - Facilitating life skills
Rolland, P. and Sullivan, A.
Discover from me to you
Rolland, Sullivan - TEXT for Discover from me to you
The family's experience
Schmidt - The Family's experience
Developing effective collaboration between O&M Specialists, Visiting Teachers, Parents, and Schools
Scott - Developing effective collab
Silveira, S. (peer reviewed)
Addressing NDIS goals: Determining vision impairment severity
Silveira_Addressing NDIS goals Determining vision impairment severity
Maps and Models
Weaver - MAPS+MODELS
Accessibility and the Australian Curriculum
White - Accessibility of the Australian Curriculum
Conference Paper: The Australian Curriculum and students with vision impairments
White - Assignment 3 Conference paper
Inclusive physical activities, games and equipment for students with vision impairments in mainstream settings
White - Inclusive games phys act and equipment
Reflections on a personal interview
White - RM Interview for Critical Factors presentation
Social-based learning approaches for literacy development for students with vision impairments
White - Social based learning approaches for literacy development for students with VI
The critical factors: Insights from an interview with a successful person with vision impairments
White - The Critical Factors
Self-Determination: The journey to motivation and independence
Wills - Self-determination- The Journey to Motivation and Independence
Critical social skills
Wolffe - Critical Social Skills
Polishing the crystal ball
Wolffe - Polishing the Crystal Ball
Your expectations: What they really mean
Wolffe - Your Expectations as Parents