Teachers' Perceptions about Addressing Literacy for Students with Vision Impairment

Autor/in	Washington, Samantha C.
Titel	Teachers' Perceptions about Addressing Literacy for Students with Vision Impairment
Quelle	(2017), (101 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7835-8
Schlagwörter	Hochschulschrift; Dissertation; Visual Impairments; General Education; Teacher Attitudes; Literacy Education; Qualitative Research; Case Studies; Self Efficacy; Academic Accommodations (Disabilities); Teacher Competencies; Social Theories; Social Cognition; Observation; Interviews; Elementary School Teachers; Coding; Faculty Development; Educational Needs; Student Needs; Knowledge Level; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Visual handicap; Sehbehinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten; Qualitative Forschung; Case study; Fallstudie; Case Study; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Gesellschaftstheorie; Soziale Kognition; Beobachtung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Codierung; Programmierung; Educational need; Bildungsbedarf; Wissensbasis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through social contexts and observations, was used as the conceptual framework for this study. Data were collected from 1-on-1 interviews with 10 volunteer regular education teachers teaching students at the elementary level. The resulting data were analyzed via color-coding transcripts, NVivo running word-frequency queries, and manual review of each transcript. The results revealed the participants did not have training, awareness for the literacy needs of students with visual impairment, or knowledge of the different types of technology used to access and create literacy materials. Although they lacked training and current knowledge of providing literacy instruction, the participants expressed confidence in their ability to research, collaborate, and gain the knowledge needed to effectively do so. The implications for positive social change include implementation of training and/or an education cycle for more efficient instruction when serving a student with visual impairment in the local school district. Efficient instruction can facilitate an improvement in the academic performance of students with visual impairment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01