Suchergebnisse

This study reports opinions and practices of teachers of students with visual impairments (TSVIs) in 34 states regarding functional literacy for students with visual impairments (VIs) and significant cognitive disabilities (SCDs). The survey asked TSVIs to select a definition of functional literacy, indicate agreement with a series of literacy statements for both students who use and do not use vision to access pictures and print, and list factors that contribute to successfully teaching functional literacy. Data from the survey returns were analyzed descriptively and McNemar's test of paired proportions and the Mann Whitney U test were conducted to investigate response differences for some items. A high level of agreement was evident overall, but teacher perspective differed when considering students who cannot visually access pictures or print. Some differences were also evident based on the functional literacy definition the respondents selected. Implications for teams working with students with VIs and SCDs in the area of literacy are discussed.

This qualitative study explores the potential for metaphor, movement, gesture, and vocalization in helping learners notice mathematically important features of graphs, and in making mathematics more accessible for learners with visual impairment. Two elementary school students with visual impairment were introduced to several multimodal activities related to the graphs of mathematical functions, using a pre-/post-assessment methodology. Video recordings of the session were coded for qualitative changes in engagement with graphs through multimodal representations. After the activity intervention, both students showed improvements in their ability to voice, gesture, and describe details of mathematical graphs with accuracy and understanding. The findings demonstrate the potential of multimodal methods for teaching mathematics and enhancing other skill areas through movement, metaphor, voice, and gesture. The findings suggest that full-bodied experience with graphs can provide foundational support for learners with visual impairment to work with print or tactile graphics. We propose that purposeful selection of materials and collaboration between teachers of students with visual impairment, mathematics educators, and teachers of dance and physical education can enhance the design and implementation of effective lessons using multimodal means.

Introduction: This study explored the role of the cultural liaison on educational teams that support families from culturally and linguistically diverse (hereafter, diverse) backgrounds who have a child with visual impairment. Methods: Focus groups were conducted with teachers of students with visual impairments, cultural liaisons, and classroom teachers, all who had worked with diverse families and students with visual impairments in an urban Canadian school district. Transcripts of the focus groups were coded for common and divergent themes within and across groups. Results: The groups identified a need for better understanding the role of the cultural liaison, clearer communication in the translation process including messages that may be lost in translation, and more opportunities for teachers of students with visual impairments and classroom teachers to connect with cultural liaisons to develop cultural competency. Discussion: The findings highlight the importance of having access to cultural liaisons and the need to make sure all members are clear about their roles. Cultural liaisons may need additional support about resources from teachers of students with visual impairments, while those same teachers would benefit from understanding the parent perspective on visual impairment. Implications for practitioners: Classroom teachers and teachers of students with visual impairments may want to seek out professional development from cultural liaisons. Teachers of students with visual impairments can provide cultural liaisons with a list of common visual impairment terms to allow time for appropriate translation and questions before a meeting. Cultural liaisons may want to ensure that differing cultural viewpoints of the family are communicated clearly to team members and vice versa.