Teachers of Students with Visual Impairments: What are they Teaching?

2002 ◽  
Vol 96 (5) ◽  
pp. 293-304 ◽  
Author(s):  
Karen E. Wolffe ◽  
Sharon Z. Sacks ◽  
Anne L. Corn ◽  
Jane N. Erin ◽  
Kathleen M. Huebner ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Skills Training ◽  
Expanded Core Curriculum

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.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

The Lived Experience of Nurses on the Role of Continuing Education Programs in Promoting Their Knowledge, Skills, and Attitude Toward Non-Communicable Diseases

2021 ◽  
Author(s):  
Maryam Zarei ◽  
Leila Bazrafkan ◽  
Sadaf Mojarrab
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Professional Education ◽  
Training Programs ◽  
Clinical Skills ◽  
Skills Training ◽  
Communicable Diseases ◽  
Professional Skills ◽  
Non Communicable Diseases ◽  
Effective Training

Abstract BackgroundContinuing professional education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and the important role nurses play in improving health care. It is therefore imperative to explore nurses’ experience of CME courses and the extent to which such programs are effective. The present qualitative study aimed to assess the lived experience of nurses on the effect of CE programs in promoting their knowledge, skill, and attitude toward non-communicable diseases.MethodsThis qualitative study was conducted in 2019-2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran). The target population was nurses actively working in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews and analysed using the conventional content analysis method. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln.ResultsAnalysis of the interview data resulted in 230 primary codes based on which 15 subcategories, 6 categories, and 3 themes were identified. The extracted themes were training to improve knowledge and attitude, training to improve professional skills, and the need for effective training programs. The associated categories weretraining to improve clinical knowledge, training to improve professional attitude, training in clinical skills related to holistic and person‐centred care, communication skills training, incorporate the fundamentals of effective training, and recognize common challenges and barriers to effective training.ConclusionProfessional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning and implementation of training programs based on professional needs, and effective assessment of the teaching/learning process.

Principles of Communication Skills Training in Cancer Care across the Life Span and Illness Trajectory

2021 ◽  
pp. 791-798
Author(s):  
David W. Kissane ◽  
Carma L. Bylund
Keyword(s):  
Communication Skills ◽  
Cancer Care ◽  
Core Curriculum ◽  
Decision Aids ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered ◽  
Open Questions ◽  
Communication Challenges ◽  
Question Prompt

Evidence is growing that communication skills training can help clinicians to become more empathic and use open questions in a patient-centered manner. More work is needed to see these gains translate into improved patient outcomes. A core curriculum has matured as a conventional component of training in cancer care. Strong evidence supports the use of question prompt lists, decision aids, and audio recording of important consultations for later review by the patient and family. Gains are being made with communication challenges such as discussing internet-derived information. Patient training about optimizing their communication has started to complete the reciprocal interaction.

The Views of Students with Visual Impairments on the Support They Received from Teachers

2002 ◽  
Vol 96 (8) ◽  
pp. 558-575 ◽  
Author(s):  
Sophie Chien-Huey Chang ◽  
James Schaller
Keyword(s):  
Qualitative Study ◽  
Visual Impairments ◽  
Learning Needs

This qualitative study investigated the perceptions of 12 adolescents with visual impairments regarding the support they received from teachers for their emotional and learning needs in both residential and mainstream schools.

scholarly journals A Qualitative Study on Danish Student Pharmacists’ Attitudes Towards and Experience of Communication Skills Training

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Neeltje P. Duijm ◽  
Karin Svensberg ◽  
Casper Larsen ◽  
Sofia Kälvemark Sporrong
Keyword(s):  
Qualitative Study ◽  
Communication Skills ◽  
Skills Training ◽  
Professional Communication ◽  
Communication Skills Training ◽  
Good Communication ◽  
European Student ◽  
Students Attitudes ◽  
Group Interviews ◽  
Key Aspects

As the pharmacy profession evolves, good communication skills are vital for securing the safer and more rational use of medicines. Currently there is a lack of qualitative studies researching European student pharmacists’ and their experience with communication skills training (CST). This qualitative study aimed to fill this gap by exploring Danish student pharmacists’ attitudes towards, and experiences of, CST. Focus group interviews were conducted with a heterogeneous sample of Danish student pharmacists in 2016. Interviews were audio recorded, transcribed verbatim and analyzed inductively. Fifteen students participated in three focus groups. Five categories identified as key aspects were: professional communication vs. normal conversation, motivation to engage in training, how to learn communication skills, experience with CST and universities’ role in teaching communication skills. In conclusion, there were both positive and negative attitudes towards CST among the participants. However, they had little experience with CST. Bloom’s taxonomy of the affective domain and Kolb’s experiential learning model appear to be useful in understanding students’ attitudes towards CST. Pharmacy educators can use this study to structure and improve their CST curricula by knowing what influences students’ attitudes towards CST.

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