Procedures and Tools Used by Teachers When Completing Functional Vision Assessments with Children with Visual Impairments

2017 ◽  
Vol 111 (5) ◽  
pp. 441-452 ◽  
Author(s):  
Justin T. Kaiser ◽  
Tina S. Herzberg
Keyword(s):  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Visual Fields ◽  
The United States ◽  
12Th Grade ◽  
Visual Skills ◽  
Functional Vision ◽  
Survey Responses ◽  
K 12

Introduction This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results The majority of participants reported that they primarily assess pre-academic and academic students in kindergarten through 12th grade (K-12). More than 95% of all participants indicated that they assess near and distance visual acuity. Other commonly assessed skills and abilities were tracking ( n = 298; 95%), peripheral visual fields (n = 296; 94%), and color perception (n = 293; 93%). Approximately 50% of survey participants indicated that they use a screening tool in determining the need for an orientation and mobility (O&M) evaluation. Discussion The procedures and tools used by participants in completing FVAs varied based on the specific student being assessed. There was also considerable variation in visual skills assessed, as well as in what was included in the assessment report by the participants. Based on comments from participants, it appears that there are complex factors that influence the decision-making process regarding possible referrals for an O&M evaluation or a clinical low vision evaluation. Implications for practitioners Teachers should reflect on their own practices and procedures to determine whether they are including all pertinent information in their FVA reports, as well as explore whether they should assess additional visual skills in order to provide a rich description of how the student uses his or her vision throughout the day in a variety of environments.

Implementation of Unified English Braille by Teachers of Students with Visual Impairments in the United States

2017 ◽  
Vol 111 (6) ◽  
pp. 543-556 ◽  
Author(s):  
Sunggye Hong ◽  
L. Penny Rosenblum ◽  
Amy Frank Campbell
Keyword(s):  
United States ◽  
Online Survey ◽  
Visual Impairments ◽  
High Stakes Testing ◽  
The United States ◽  
High Stakes ◽  
Future Success ◽  
Transition Plan ◽  
Visually Impaired Students ◽  
Survey Responses

Introduction This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB. Discussion The teachers believed they were more confident in their own skills and their students' future success with word-based UEB compared to math-based UEB. Additional clarification on the relationship between math-based UEB and the Nemeth Braille Code for Mathematics and Science Notation (hereafter, Nemeth code), an increased capacity of math-based UEB training, and clear instruction for high-stakes testing were considered to be urgent issues among these teachers. Implications for practitioners Issues concerning the implementation of UEB in the United States will continue to challenge the field of visual impairment for the next several years. Although many teachers of visually impaired students had knowledge of word-based UEB and resources for its implementation, as of January 4, 2016, few were prepared to teach math-based UEB. As the United States is maintaining the Nemeth code, future studies, workshops, and the development of resources are needed to ensure braille users have the knowledge and materials they need in order to be literate in all aspects of UEB.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 541-558
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

A Survey on the Use of Mobile Applications for People who Are Visually Impaired

2017 ◽  
Vol 111 (4) ◽  
pp. 307-323 ◽  
Author(s):  
Nora Griffin-Shirley ◽  
Devender R. Banda ◽  
Paul M. Ajuwon ◽  
Jongpil Cheon ◽  
Jaehoon Lee ◽  
...  
Keyword(s):  
Mobile Application ◽  
Online Survey ◽  
Low Vision ◽  
Mobile Apps ◽  
Visual Impairments ◽  
Mobile App ◽  
Adult Group ◽  
Preliminary Information ◽  
Old Adult ◽  
Middle Aged Adult

Introduction The literature indicates that few studies have been conducted with persons with visual impairments (that is, those who are blind or have low vision) concerning mobile application or “app” usage. The current study explores the use of mobile apps with this population globally. Methods A total of 259 participants with visual impairments completed an online survey. Descriptive statistics and bivariate tests were used to examine associations between demographic characteristics and mobile app use. Results The participants rated special apps as useful (95.4%) and accessible (91.1%) tools for individuals with visual impairments. More than 90% of the middle-aged adult group strongly agreed with the practicality of special apps, a significantly higher percentage than was observed in the young and old adult groups. In addition, the participants with low vision considered special apps less accessible than did those with blindness (p < .05). Discussion Results show that persons with visual impairments frequently use apps specifically designed for them to accomplish daily activities. Furthermore, this population is satisfied with mobile apps and would like to see improvements and new apps. Implications for practitioners Developers of apps for individuals with visual impairments need to refine and test the existing apps. Practitioners need to be knowledgeable about app usage so they can provide effective instruction to their students or clients. This study provides preliminary information regarding app usage among persons with visual impairments.

Black and White Female Disproportional Discipline K–12

2020 ◽  
Vol 53 (1) ◽  
pp. 23-41
Author(s):  
Hamida Hussein Hassan ◽  
Vernon Brooks Carter
Keyword(s):  
United States ◽  
Public Schools ◽  
Civil Rights ◽  
The United States ◽  
Female Students ◽  
Black Female ◽  
White Female ◽  
Black And White ◽  
12Th Grade ◽  
K 12

The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 1317-1333 ◽  
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 542-559
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

The Effects of Ecologically Valid Intervention Strategies on the Locomotor Skills of Children With Visual Impairments

2020 ◽  
Vol 37 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Ali Brian ◽  
Laura Bostick ◽  
Angela Starrett ◽  
Aija Klavina ◽  
Sally Taunton Miedema ◽  
...  
Keyword(s):  
United States ◽  
Motor Development ◽  
Low Vision ◽  
Visual Impairments ◽  
Intervention Strategy ◽  
The United States ◽  
Physical Education Teachers ◽  
Physical Educator ◽  
Schools For The Deaf ◽  
Children With Visual Impairments

Children with visual impairments often exhibit difficulties with locomotor skills (e.g., the ability to move one’s body from one place to another), warranting the need for ecologically valid interventions with conditions that attempt to match the real world in a variety of settings. Parents and physical education teachers are the ones choosing to provide movement opportunities for children with visual impairments and must be included in any ecologically valid intervention strategy. This was a descriptive-analytic study. To support the greatest diversity in settings, the authors recruited 94 participants (blind = 44 and low vision = 50; Mage = 13.01 years, SD = 3.26) from schools for the deaf and blind in the United States (teacher led, n = 17) or Latvia (teacher led, n = 57), through an online LISTSERV throughout the United States (parent led, n = 10), and a control subgroup (n = 10). At the pretest, no participant’s motor development met age expectations. Children with visual impairments from multiple locations and cultures significantly improved compared with controls who did not. Results were most favorable when the physical educator was the interventionist. However, further research is needed to replicate these findings.

Intercountry Adoption of Children with Visual Impairments: An Exploratory Study

2018 ◽  
Vol 112 (3) ◽  
pp. 239-247
Author(s):  
Paula Wenner Conroy
Keyword(s):  
United States ◽  
Visual Impairment ◽  
Exploratory Study ◽  
Low Vision ◽  
Visual Impairments ◽  
The United States ◽  
Adoption Process ◽  
Adopted Children ◽  
Intercountry Adoption ◽  
Children With Visual Impairments

Introduction Although there is much research related to the adoption of children with disabilities in general, there is none that focuses specifically on the experiences of parents who have adopted children with visual impairments (that is, who are blind or have low vision) from outside of the United States (also called “intercountry” or “international” adoption). Methods Fifteen parents of children who were adopted from outside the United States and had visual impairments were interviewed in this exploratory study. The participants all lived in the United States following the adoptions and volunteered to participate in this study in 2015. Research questions focusing on pre-adoption (why and who), challenges, and supports framed the open-ended interviews. The interviews were transcribed and themes emerged through the process of coding. Results Parents shared their personal experiences through interviews. All 15 parents had similarities in the process of adoption. Parents adopted in order to begin or enlarge their families, but did not necessarily go into the process desiring to adopt a child with a visual impairment. Challenges were experienced in the areas of medical, educational, and social-emotional needs. Parents agreed that supports were necessary before, during, and after the adoption process. Discussion The need for supports throughout the entire process of inter-country adoption of a child with a visual impairment was made clear through this study. Adoption agencies and agencies for visually impaired individuals are in a good position to set up support networks and mentorship programs. Implications for practitioners This study only scratches the surface of the topic of intercountry adoption of children with visual impairments. By sharing experiences, attention can be given to issues, and systems can be put into place to better support families in raising internationally adopted children with visual impairments.

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