Abstract
Optical devices were prescribed and training provided for children with low vision in the state of Tennessee. Reading rates and comprehension rates were taken before introduction of the optical devices and after approximately six months of using the aids. Scores were also recorded of student, teacher, and parent expectations of the students’ visual functioning. Data show that students did not make significant changes in their silent or oral reading rates. However, it is important to note that they did make significant gains in comparison to the reading norms of their sighted peers. Data also show that expectation of students’ visual functioning increased in both students and their teachers. In contrast, parents’ expectations of students’ visual functioning decreased.
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