Jane N Erin

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Scholarly Contributions

Journals/Publications

• Erin, J. N. (2014). Adaptation of a reading program to meet the needs of braille readers. Journal of Visual Impairment and Blindness, 108(2), 145-146.
• Erin, J. N. (2013). How early intervention services became available in South Florida: A story for the silver screen?. Journal of Visual Impairment and Blindness, 107(3), 237-238.
• Erin, J. N. (2013). Working toward employment: Preparing for tomorrow and beyond. Journal of Visual Impairment and Blindness, 107(6), 523-524.
• Erin, J. N. (2013). You Too can be an author: A new way of making a difference. Journal of Visual Impairment and Blindness, 107(2), 151-152.
• Erin, J. N. (2011). How ditching the school van in favor of the city bus created endless learning opportunities for a class of visually impaired students with multiple disabilities. Journal of Visual Impairment and Blindness, 105(5), 261-262.
• Erin, J. N. (2011). Making the transition from student with visual impairment to teacher with visual impairment. Journal of Visual Impairment and Blindness, 105(9), 516-.
• Erin, J. N. (2011). Putting theory into practice: Two teachers' experiences with wormsley's meaning-centered approach to Braille literacy. Journal of Visual Impairment and Blindness, 105(3), 137-138.
• Erin, J. N., & Wright, T. S. (2011). Learning to write in Braille: An analysis of writing samples from participants in the alphabetic Braille and contracted (ABC) Braille study. Journal of Visual Impairment and Blindness, 105(7), 389-401.
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  Abstract: This article reports the results of data from 114 writing samples of 39children who read braille and who were included in the Alphabetic Braille and Contracted Braille (ABC) Study between 2002 and 2005. Writing characteristics, miscues, and composition characteristics are analyzed, and two case studies are included. ©2011 AFB, All Rights Reserved.
• Sacks, S. Z., Hannan, C. K., & Erin, J. N. (2011). Children's perceptions of learning Braille: Qualitative and quantitative findings of the ABC Braille Study. Journal of Visual Impairment and Blindness, 105(5), 266-275.
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  Abstract: Children's perceptions of learning to read and write Braille were measured using an open-ended 10-item questionnaire. The data were evaluated by amount of time, level of contractedness, and level of achievement. No differences were found with respect to time or the introduction of contractions. Differences were apparent between the high- and low-achievement groups. © 2011 AFB, All Rights Reserved.
• Wormsley, D. P., Emerson, R. W., & Erin, J. (2011). Collaborative research: The alphabetic braille and contracted braille study as an example of collaborative research. Journal of Visual Impairment and Blindness, 105(12), 770-780.
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  Abstract: This article examines the Alphabetic Braille Contracted Braille Study in relation to the dimensions of collaborative research: extent, intensity, substance, heterogeneity, velocity, formality, and productivity. It also discusses the dimensions of financing research and researchers' attitudes. The overall consensus is that the study would not have been as comprehensive without collaboration. © 2011 AFB, All Rights Reserved.
• Erin, J. N. (2010). Developing the university curriculum to include CVI: A work in progress at the university of Arizona. Journal of Visual Impairment and Blindness, 104(10), 656-658.
• Erin, J. N. (2010). Musically speaking: Exploring music instruction with teachers of students who are visually impaired. Journal of Visual Impairment and Blindness, 104(1), 7-8.
• Erin, J. N. (2010). Talking turkey about concept development. Journal of Visual Impairment and Blindness, 104(4), 197-198.
• Erin, J. N. (2010). The sound of a job well done. Journal of Visual Impairment and Blindness, 104(9), 518-.
• Emerson, R. W., Sitar, D., Erin, J. N., Wormsley, D. P., & Herlich, S. L. (2009). The effect of consistent structured reading instruction on high and low literacy achievement in young children who are blind. Journal of Visual Impairment and Blindness, 103(10), 595-609.
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  Abstract: The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some differences between the groups were seen on measures of social interactions, the introduction of contractions, and time spent with paraeducators, but the most demonstrated difference was the provision of consistent structured reading instruction. © 2009 AFB, All Rights Reserved.
• Erin, J. N. (2009). The case of the reluctant reader: Insights from three professionals. Journal of Visual Impairment and Blindness, 103(2), 69-70.
• Erin, J. N. (2009). Traveling by touch: how useful are tactile maps?. Journal of Visual Impairment and Blindness, 103(5), 265-266.
• Sacks, S. Z., Kamei-Hannan, C., Erin, J. N., Barclay, L., & Sitar, D. (2009). Social experiences of beginning braille readers in literacy activities: Qualitative and quantitative findings of the abc braille study. Journal of Visual Impairment and Blindness, 103(10), 680-693.
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  Abstract: This mixed-design investigation examined the social experiences of beginning braille readers who were initially taught contracted or alphabetic braille in literacy activities as part of the ABC Braille Study. No differences in the quality or quantity of social experiences were found between the two groups over time. © 2009 AFB, All Rights Reserved.
• Erin, J. N. (2007). Identifying the primary disability: Are we speaking the same language?. Journal of Visual Impairment and Blindness, 101(10), 582-585.
• Erin, J. N. (2006). A look back: 100 Years of education. Journal of Visual Impairment and Blindness, 100(6), 325-330.
• Erin, J. N., Hong, S., Schoch, C., & Kuo, Y. (2006). Relationships among testing medium, test performance, and testing time of high school students who are visually impaired. Journal of Visual Impairment and Blindness, 100(9), 523-532.
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  Abstract: This study compared the test scores and time required by high school students who are blind, sighted, or have low vision to complete tests administered in written and oral formats. The quantitative results showed that the blind students performed better on multiple-choice tests in braille and needed more time while taking tests in braille. The interviews revealed inconsistent relationships between the students' preferred media and performance. ©2006 AFB, All Rights Reserved.
• Erin, J. N. (2004). Journal of Visual Impairment and Blindness: Editor's Page. Journal of Visual Impairment and Blindness, 98(4), 195-.
• Erin, J. N. (2004). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 98(12).
• Erin, J. N. (2004). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 98(8), 451-.
• Hong, S., & Erin, J. N. (2004). The impact of early exposure to uncontracted braille reading on students with visual impairments. Journal of Visual Impairment and Blindness, 98(6), 325-340.
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  Abstract: This study compared the reading and spelling skills of students who were taught to read using uncontracted braille versus those who were taught to read using contracted braille. It found no descriptive differences between initial instruction in the two types of braille.
• Erin, J. N. (2003). Journal of Visual Impairment and Blindness: Guest editorial. Journal of Visual Impairment and Blindness, 97(4), 195-.
• Hong, S., & Erin, J. (2003). Comment. Journal of Visual Impairment and Blindness, 97(8), 501-502.
• Landau, S., Russell, M., Gourgey, K., Erin, J. N., & Cowan, J. (2003). Use of the Talking Tactile Tablet in Mathematics testing. Journal of Visual Impairment and Blindness, 97(2), 85-96.
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  Abstract: This article describes an experimental system for administering multiplechoice math tests to students who are visually impaired or otherwise print disabled. Using a new audio-tactile computer peripheral device called the Talking Tactile Tablet, the authors created a preliminary version of a self-voicing test that included 12 items, all of which referred to a graphical element. Users could take the test, working through the items at their own speed and learning about associated tactile graphic diagrams by pressing on various features to hear appropriate audio descriptions.
• Lewis, S., Corn, A. L., Erin, J. N., & Holbrook, M. C. (2003). Strategies used by visually impaired teachers of students with visual impairments to manage the visual demands of their professional role. Journal of Visual Impairment and Blindness, 97(3), 157-168.
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  Abstract: Teachers of students with visual impairments who were visually impaired themselves were interviewed and observed to determine the strategies they have developed to address issues of transportation, access to information, assessment, and instructional responsibilities. They reported that while barriers to assessment could be overcome, transportation and planning presented the greatest challenges.
• Smith, J. K., & Erin, J. N. (2002). The effects of practice with prescribed reading glasses on students with low vision. Journal of Visual Impairment and Blindness, 96(11), 765-782.
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  Abstract: This article reports on a study of the effects of regular instruction and practice with prescription reading glasses with three students with low vision. The results indicated that two students demonstrated no advantage in reading large print and one student experienced a decreased reading rate using standard print and reading glasses. Furthermore, all three students preferred to read standard print with reading glasses.
• Wolffe, K. E., Sacks, S. Z., Corn, A. L., Erin, J. N., Huebner, K. M., & Lewis, S. (2002). Teachers of students with visual impairments: What are they teaching?. Journal of Visual Impairment and Blindness, 96(5), 293-304.
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  Abstract: This article describes the results of a qualitative study on researchers' observations of teachers of students with visual impairments and how the teachers spend their time in the classroom. The researchers report on the types of training and services being provided to students, including instruction in areas of the expanded core curriculum, also known as disability- specific skills training.
• Erin, J. (2001). Editor's page. Journal of Visual Impairment and Blindness, 95(6), 323-.
• Erin, J. (2001). Journal of Visual Impairment and Blindness: Editorial. Journal of Visual Impairment and Blindness, 95(5), 259-.
• Erin, J. N. (2001). Editorial: Visual impairment & blindness. Journal of Visual Impairment and Blindness, 95(4), 195-.
• Erin, J. N. (2001). Journal of visual impairment and blindness: Editor's page. Journal of Visual Impairment and Blindness, 95(2), 67-.
• Erin, J., & Augusto, C. (2001). Editor's page. Journal of Visual Impairment and Blindness, 95(7), 387-388.
• Erin, J. (2000). Editor's page. Journal of Visual Impairment and Blindness, 94(4), 195-.
• Erin, J. (2000). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 94(3), 131-.
• Erin, J. (2000). Journal of visual impairment and blindness: Editor's page. Journal of Visual Impairment and Blindness, 94(10), 611-.
• Erin, J. (2000). Journal of visual impairment and blindness: Editorial. Journal of Visual Impairment and Blindness, 94(1), 3-.
• Erin, J. (2000). Journal of visual impairment and blindness: Editorial. Journal of Visual Impairment and Blindness, 94(11), 675-.
• Erin, J. N. (2000). Editor's page. Journal of Visual Impairment and Blindness, 94(2), 67-.
• Erin, J. N. (2000). Editor's page. Journal of Visual Impairment and Blindness, 94(7), 419-.
• Erin, J. N. (2000). Editor's page. Journal of Visual Impairment and Blindness, 94(8), 483-.
• Erin, J. N. (2000). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 94(12), 3-.
• Erin, J. N. (2000). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 94(6), 355-.
• Erin, J. (1999). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 93(1), 3-.
• Erin, J. (1999). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 93(6), 339-.
• Erin, J. (1999). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 93(7), 403-.
• Erin, J. (1999). Journal of Visual Impairment and Blindness: Editor's page. Journal of Visual Impairment and Blindness, 93(8), 483-.
• Erin, J. (1999). Journal of Visual Impairment and Blindness: Editorial. Journal of Visual Impairment and Blindness, 93(11), 689-.
• Erin, J. (1999). Journal of visual impairment and blindness: Editorial. Journal of Visual Impairment and Blindness, 93(10), 625-.
• Erin, J. (1999). Journal of visual impairment and blindness: Editorial. Journal of Visual Impairment and Blindness, 93(2), 67-.
• Erin, J. (1999). Special issue on cultural diversity and visual impairment: Editor's page. Journal of Visual Impairment and Blindness, 93(5), 275-.
• Erin, J. N. (1999). Editor's page. Journal of Visual Impairment and Blindness, 93(9), 547-.
• Bryant, D. P., Erin, J., Lock, R., Allan, J. M., & Resta, P. E. (1998). Infusing a Teacher Preparation Program in Learning Disabilities with Assistive Technology. Journal of Learning Disabilities, 31(1), 55-66.
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  PMID: 9455177;Abstract: A recent trend in the fields of special education, rehabilitation, and technology is the development and implementation of assistive technology (AT) devices and services to assist individuals in compensating for disabilities and/or utilizing functional capabilities to meet environmental demands. AT devices and services have major implications for individuals with learning disabilities (LD) regarding life span issues, environmental and curricular accessibility, and compensatory strategies. Faculty members in higher education who are responsible for designing teacher preparation programs in LD must explore ways to structure curricula, methodologies, and practica to better prepare teachers to work with students who use AT devices to compensate for their specific learning disabilities. The purpose of this article is to describe curriculum design steps and barriers to and solutions for infusing LD teacher preparation programs with assistive technology.
• Erin, J. (1998). Editor's page. Journal of Visual Impairment and Blindness, 92(11), 738-.
• Erin, J. N., & Koenig, A. J. (1997). The Student with a Visual Disability and a Learning Disability. Journal of Learning Disabilities, 30(3), 309-320.
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  PMID: 9146097;Abstract: Existing studies indicate that between 14% and 65% of students with visual disabilities also have learning disabilities. The similar symptoms of the two conditions and the earlier identification of a visual disability often mask the presence of a learning disability. This article addresses definition, assessment, intervention, and future implications related to educational practices with students who have both learning and visual disabilities. The definitions of the two conditions are compared, emphasizing features that make identification difficult. The article examines common assessment procedures, describing approaches that are inappropriate for students who have low vision or blindness. Intervention approaches are described, including adaptations of the environment, enhancement of vision, instruction in compensatory skills, the use of learning strategies, and the availability of learning opportunities. Future directions include refinement of diagnostic approaches, and research related to the characteristics and instructional needs of students who have both visual and learning disabilities.
• Erin, J. N., Jager, B., & Underwood, M. (1997). Participants' attitudes about the integration of developmentally disabled people at a center for adults with visual impairments. Journal of Visual Impairment and Blindness, 91(4), 325-340.
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  Abstract: The study reported in this article explored the responses of individuals who were being served by an agency for adults with visual impairments to the increasing inclusion of people with developmental disabilities in addition to visual impairments in the agency's activities. Qualitative approaches, including observations, interviews, and a focus group, revealed frequent examples of problem-solving, and a survey administered to 24 participants found widely diverse attitudes.
• Corn, A. L., Patterson, W., Love, C., & Erin, J. N. (1994). The use of mobile phones by itinerant teachers of students with visual disabilities. Journal of Visual Impairment and Blindness, 88(5), 446-457.
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  Abstract: This article reports on a study of the use of mobile phones by 25 itinerant teachers in Texas. Among the factors considered were time management, costs, changes in the use of various types of phones, and feelings of security. One finding was that with each outgoing call per day, the teachers accumulated the equivalent of one week's service each year to their students.
• Erin, J. N., & Corn, A. L. (1994). A survey of children's first understanding of being visually impaired. Journal of Visual Impairment and Blindness, 88(2 I), 132-139.
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  Abstract: At an early age and at a basic level of understanding, children who are visually impaired realize that their vision is different from that of others. This article reports on a survey of 32 parents' recollections of when their children first demonstrated an awareness that they were visually impaired.
• DeLaGarza, D. V., & Erin, J. N. (1993). Employment status and quality of life of graduates of a state residential school. Journal of Visual Impairment and Blindness, 87(6), 229-233.
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  Abstract: This study examined characteristics related to employment, life-style, and quality of life of 70 graduates of the Texas School for the Blind and Visually Impaired. Although two-thirds of the graduates surveyed were unemployed, high levels of satisfaction, independence, and community integration were reported. Bringing forth issues related to the risk of unemployment for this group reveals the need for further research in effective programming and personal characteristics, which result in gainful employment for persons with visual impairment.
• Erin, J. N. (1993). The road less traveled: New directions for schools for students with visual impairments. Journal of Visual Impairment and Blindness, 87(6), 219-223.
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  Abstract: This article analyzes the changing purposes of schools for children with visual impairments in relation to their evolution, current practices, and future functions. It presents three models of future schools that emphasize that schools are becoming more heterogeneous in the orientations and services.
• Erin, J. N., Corn, A. L., & Wolffe, K. (1993). Learning and study strategies of secondary school students with visual impairments. Journal of Visual Impairment and Blindness, 87(7), 263-267.
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  Abstract: This article presents a study of the learning and study skills of 106 high school students with visual impairments, using two instruments-the Learning and Study Strategies Inventory: High School Version and a 35-item extension of the instrument, developed by the authors specifically for students with visual impairments. The study found differences only by the students' grade- point averages, not by their preferred reading medium, type of school placement, or plans to attend college. It also found that the strategies used by students with visual impairments are similar to those used by sighted students.
• Erin, J. N., Dignan, K., & Brown, P. A. (1991). Are social skills teachable? A review of the literature. Journal of Visual Impairment and Blindness, 85(2), 58-61.
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  Abstract: This article reviews studies that have attempted to increase three types of social skills in blind and visually impaired individuals: assertiveness training, interactional skills, and skills in physical communication. Each study is described briefly, and the procedures and results are noted. Most of the studies reported increased social skills following intervention; however, many did not report empirical evidence of change. The articles also demonstrate a need for the follow-up and generalization of learned skills, as well as for the application of skills with preadolescent children.
• Erin, J. N., Rudin, D., & Njoroge, M. (1991). Religious beliefs of parents of children with visual impairments. Journal of Visual Impairment and Blindness, 85(4), 157-162.
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  Abstract: Religion frequently plays a role in parents' adaptation to their children's disability. This article examines the religious perceptions of 161 parents of children with visual impairments, as indicated in their responses to a questionnaire. The areas that were investigated included changes in parents' religious beliefs following the diagnosis of their children's disability, interpretations of the cause of the disability, and perceptions of support from their religious communities.
• Erin, J., Daugherty, W., Dignan, K., & Pearson, N. (1990). Teachers of visually handicapped students with multiple disabilities: Perceptions of adequacy. Journal of Visual Impairment and Blindness, 84(1), 16-20.
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  Abstract: Partial results of a national survey of teachers of visually handicapped students on their service delivery to severely multiply handicapped children are presented. Responses in two of the three areas examined, respondent information and teacher preparation, are based on returns from 134 teachers in 41 states, as are frequencies for teacher variables. Relationships between teacher perception of adequacy of preparation and experience, level of degree, type of certification, setting, and year certified were evaluated through a chi-square test. Significant relationships were found between perception of adequacy and level of degree and additional certification in mental retardation, physically handicapped, and multiply handicapped. Survey results support a need for better preparation of teachers of visually handicapped children who work with severely multiply handicapped students.
• Erin, J. N. (1986). Frequencies and types of questions in the language of visually impaired children. Journal of Visual Impairment and Blindness, 80(4), 670-674.
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  Abstract: The study examined question frequencies and types in language samples from 36 sighted and visually impaired children. Blind, low vision, and sighted groups between the ages of 4 and 10 produced spontaneous samples while discussing a group of household objects. An ANOVA demonstrated significant differences between blind/sighted and low vision/sighted groups in the ratio of questions asked per 100 utterances. Non-statistical comparison of question types indicated some minor distinctions of type usage by age and visual function.