Teacher Educators and the Future of Personnel Preparation Programs for Serving Students with Visual Impairments

1996 ◽  
Vol 90 (2) ◽  
pp. 115-124 ◽  
Author(s):  
R.K. Silberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Doctoral Programs ◽  
Visual Impairments ◽  
Personnel Preparation ◽  
Leadership Positions ◽  
Preparation Programs ◽  
Orientation And Mobility ◽  
The Future

This article reports the results of a survey of undergraduate and graduate personnel preparation programs for teachers, orientation and mobility instructors, and rehabilitation teachers of persons with visual impairments and of doctoral programs that prepare individuals for leadership positions.

A Profile of Teacher Educators and the Future of Their Personnel Preparation Programs for Serving Visually Handicapped Children and Youth

1989 ◽  
Vol 83 (3) ◽  
pp. 150-155 ◽  
Author(s):  
R.K. Sllberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Faculty Members ◽  
Children And Youth ◽  
Teacher Education Programs ◽  
Full Time ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Handicapped Children ◽  
The Future ◽  
Visually Handicapped

A survey of current existing university programs in 1987–1988 that prepare personnel to serve visually handicapped children and youth was sent to all known programs in the mainland United States. Thirty-eight full-time faculty members from 27 universities in 16 states responded to the questionnaire. Data revealed that the future of these programs is at risk, resulting in a shortage of appropriately prepared teachers. Implications are discussed in terms of the current national shortage of teachers of the visually handicapped, the tenuous support for teacher education programs, current levels of funding, and a variety of other factors.

scholarly journals Positioning Practices of Orientation and Mobility Specialists When Teaching Street Crossings: Is There a Standard Approach?

2021 ◽  
Vol 115 (2) ◽  
pp. 85-94
Author(s):  
Kim T. Zebehazy ◽  
Rebecca L. Renshaw ◽  
George J. Zimmerman
Keyword(s):  
Future Research ◽  
Personnel Preparation ◽  
Demographic Information ◽  
Preparation Programs ◽  
Variable Position ◽  
University Personnel ◽  
Orientation And Mobility ◽  
Intersection Types ◽  
Standard Strategy ◽  
Question Survey

Introduction: An important skill for orientation and mobility (O&M) specialists to have is to monitor clients appropriately when they are learning to cross intersections. Techniques books provide some suggestions for positioning during street crossings, but no research has been conducted about consensus or priorities for making appropriate decisions on positioning. The purpose of this study was to investigate general positioning decisions using visual monitoring techniques. Method: A total of 234 participants (practicing O&M specialists, preservice O&M students, and O&M university personnel) completed a 40-question survey. The survey included demographic questions, diagrams of intersections that participants used to select positioning locations, questions about lanes of threat, and questions about important factors to consider when positioning to monitor safety. Commonality of selections were analyzed and compared with demographic information. Results: The greatest consensus was found for all intersection types when the client is positioned on the corner waiting to cross and for identification of the first lane of threat. More variable position selections were made for monitoring during the crossings, and the second and third lane of threat selections were also more variable. Factors respondents indicated as most important to consider when positioning aligned with their positioning choices overall. Discussion: Personnel preparation programs may want to consider to what extent they teach considerations for positioning before and during crossings, and whether the predominant tendency to put oneself between the client and traffic warrants additional conversation. Future research should look at more complex intersections and the additional nuances used to make positioning choices. Implications for practitioners: Practitioners should reflect on whether they actively change their positioning decisions based on the situation and type of intersection versus tending to use a standard strategy.

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.

Profile of Personnel Preparation Programs in Visual Impairments and Their Faculty: A Status Report

2004 ◽  
Vol 98 (12) ◽  
pp. 741-756 ◽  
Author(s):  
Rosanne K. Silberman ◽  
Grace Ambrose-Zaken ◽  
Anne L. Corn ◽  
Ellen Trief
Keyword(s):  
Visual Impairments ◽  
Status Report ◽  
Personnel Preparation ◽  
Preparation Programs

The Orientation and Mobility Specialist and Braille: Point–Counter Point Arguments for and Against the Need for the Knowledge of Braille

2020 ◽  
Vol 114 (2) ◽  
pp. 127-137
Author(s):  
William M. Penrod ◽  
Nora Griffin-Shirley ◽  
Kevin Hollinger ◽  
Ximena Burgin ◽  
Samantha Smolka ◽  
...  
Keyword(s):  
Online Survey ◽  
Low Vision ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Education Professionals ◽  
Rehabilitation Professionals ◽  
Personnel Costs ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Programs Of Study

Introduction: Few academic discussions are more contentious in the field of orientation and mobility than the notion of whether or not O&M specialists need to know braille. To help answer this question, we developed a survey. Methods: An online survey instrument was distributed through O&M electronic discussion groups. The survey included a demographic section, a section concerning the use of braille for instructional purposes, questions about the importance of braille in the training and certification of O&M specialists, the level of knowledge of braille required, and whether or not respondents considered braille an essential job function. Results: Most participants ( n = 108) believed or strongly believed that braille should be a separate course in personnel preparation programs and should be required for O&M personnel preparation programs accredited by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER). Slightly less than half (42%) of respondents believed or strongly believed that braille should be required for Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) certification in O&M ( n = 80; 22 respondents were undecided). Discussion: The field of visual impairment (i.e., blindness or low vision) needs to examine closely the amount of time, number of personnel required, and financial cost of pursuing braille as a competency for O&M specialists. Personnel costs may include additional resources to assist ACVREP in changing its requirements to include braille and the revision of the examination to reflect this new requirement, universities in hiring faculty to develop new programs of study to include coursework involving braille, and AER’s Higher Education Accreditation Commission in changing the AER University Review Accreditation Curricular Standards: Orientation and Mobility Specialists. Implications for practitioners: This study provided a snapshot of what a group ( N = 189) of vision professionals believe regarding the importance of braille in O&M—141 of that group were certified in O&M; the remainder identified themselves as having multiple certifications. Further research is needed, especially including more representation of rehabilitation professionals, to obtain more input concerning this controversial topic.

scholarly journals Accommodation Needs for Teachers Who are Blind and Teach Students with Visual Impairments

2019 ◽  
Vol 113 (3) ◽  
pp. 248-259
Author(s):  
Phoebe A. Okungu ◽  
Nora Griffin-Shirley ◽  
Rona L. Pogrund
Keyword(s):  
Computer Technology ◽  
Visual Impairments ◽  
The United States ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Job Tasks ◽  
Support Strategies ◽  
Different Types ◽  
Research Questions

Introduction: This study was intended to explore and identify the experiences and perceptions of teachers of students with visual impairments who are blind concerning their accommodation needs and to establish their opinions on what improvements can be made. Method: A qualitative case study design was used and was collected through interviews, observations, and documents. Participants were four teachers who are blind who taught students with visual impairments in mainstream public and specialized residential schools in the United States. Within-case and cross-case levels of data analysis were used to generate and compare the themes that emerged. Results: The results illuminated accommodation issues for the teachers in the areas of family support, strategies the teachers use, challenges in their workplaces, and suggestions regarding possible improvements. Discussion: This study generated answers to the pertinent research questions. The study has revealed that the participants use different types and forms of accommodations to accomplish tasks. Some accommodations used include computer technology, assistive devices, and sighted assistants. However, the participants expressed that access to these accommodations are not consistent for all individuals who are blind. The participants also identified the accommodation challenges that are related to their blindness and provided suggestions for possible improvements. Implications for practitioners: Teachers of students with visual impairments who are blind need to be self-advocates in their personnel preparation programs and in their workplaces concerning the accommodations they need to accomplish job tasks.

Developing pre-service O&M specialists’ reflective practices to improve problem-solving opportunities during instruction

2020 ◽  
pp. 026461962094607
Author(s):  
Kim T Zebehazy ◽  
Silvia M Correa-Torres ◽  
Kathryn D Botsford
Keyword(s):  
Mixed Methods ◽  
Problem Solving ◽  
Mixed Methods Study ◽  
Think Aloud ◽  
Reflective Practices ◽  
Personnel Preparation ◽  
Question Asking ◽  
Preparation Programs ◽  
Orientation And Mobility

The ability of instructors to promote problem-solving abilities is an important pedagogical skill. Providing well-planned problem-solving opportunities is especially vital in orientation and mobility (O&M) lessons. During personnel preparation programs, pre-service O&M specialists would benefit from developing a keen awareness of how well they encourage problem-solving in their instruction. This mixed-methods study reports on a process in which nine pre-service O&M specialists engaged during their blindfold techniques course. Each participant taught two lessons to a peer in their course, engaging in a retroactive think-aloud after each lesson. The process focused participants on the types of questions they asked to promote thinking and engaged them in reflection on how well the lesson met their intended objectives. Results indicated qualitative benefits noted by the participants of engaging in the process and also highlighted a need for further work with pre-service O&M specialists on question asking and allowing problem-solving and thinking opportunities during basic lessons.

Preparation of Orientation and Mobility Specialist Students Who are Blind and Have Low Vision: Survey of Faculty Who Teach Blindfold and Simulation Cane Courses

2019 ◽  
Vol 113 (4) ◽  
pp. 355-365
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
Nereah A. Obiero ◽  
Kyle J. Steinle ◽  
Anita Page
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Personnel Preparation ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Preparation Programs ◽  
Disabled Students ◽  
Visual Occlusion ◽  
Orientation And Mobility ◽  
Visually Impaired Students

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are enrolled in blindfold and simulation cane courses (hereafter, cane courses). Cane courses are used to teach the techniques of independent cane travel, and they require total visual occlusion using blindfolds as well as simulated low vision using goggles that depict different visual acuities and field losses. Methods: This study surveyed personnel preparation programs training O&M specialists with an online questionnaire with open-ended items to identify the program’s required accommodations, teaching techniques, and resources needed to teach visually impaired students who are enrolled in cane courses. The survey was e-mailed to 22 universities in North America, which have personnel preparation programs for O&M specialists and asked for responses from individuals who teach cane courses. Descriptive statistics were used to analyze the survey data. Results: Results showed that the format of the cane courses was varied, a variety of accommodations and teaching strategies were used, and the universities’ office of disabled students generally did not know how to accommodate these courses. Discussion: A need exists for a student who is visually impaired to be an experienced traveler and to be knowledgeable about what accommodations and strategies he or she will use when they need to teach a fellow student during a cane course. Visually impaired students must be able to monitor the safety of their peers as well as the changing dynamics of the environment in which they are working. Implication for practitioners: To effectively teach visually impaired students who are enrolled in cane courses, university faculty teaching these courses could request prospective visually impaired students to provide documentation regarding their travel skills prior to acceptance into a personnel preparation program in O&M. In addition, students with visual impairments need to discuss with their universities’ office of disabled students and legal counsel what reasonable accommodations are relevant for visually impaired students enrolled in the cane courses and what accommodations they believe the universities are committed to providing these students.

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