Professor
Department of Educational Counselling and Psychology, and Special Education (ECPS)
Dr. Holbrook’s research agenda focuses on acquisition of literacy skills for students who are visually impaired. She developed the first and most commonly used assessments to determine whether a student with a visual impairment should access reading and writing through braille, print, or a combination of braille and print. Her examination of the use of Unified English Braille by adult experts in mathematics, science and computer science supported the adoption of this new code in North America.
Contributions:
Holbrook, M.C., & MacCuspie, P.A. (2010). Unified English Braille Code review by technical experts who read braille. Journal of Visual Impairment and Blindness, 104(9), 533-541.
Wall Emerson, R., Holbrook, M.C., & D'Andrea, F.M. (2009). Acquisition of literacy skills in young blind children: Results from the ABC braille study. Journal of Visual Impairment and Blindness, 103(10), 610-624.
Holbrook, M.C., & D'Andrea, F.M. (2014). Ashcroft's programmed instruction: Unified English braille. Germantown, TN: SCALARS Publishing.
Holbrook, M.C., Kamei-Hannan, C. & McCarthy, T. (Eds.) (projected 2015). Foundations of education: Vol 2 Instructional strategies for teaching children and youths with visual impairments (3rd ed.). New York: AFB Press.
Koenig, A.J., & Holbrook, M.C. (1993). Learning media assessment: Guidelines for teachers. Austin, TX: The Texas School for the Blind and Visually Impaired.
Keywords:
Blindness; Visual impairment; Braille; Learning Media Assessment; Special education.
cay.holbrook@ubc.ca
Departmental profile page
Departmental profile page