Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics

Autor/inn/en	Rosenblum, L. Penny; Cheng, Li; Beal, Carole R.
Titel	Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics
Quelle	In: Journal of Visual Impairment & Blindness, 112 (2018) 5, S.475-487 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Visual Impairments; Mathematics Instruction; Mathematical Concepts; Teaching Methods; Access to Information; Assistive Technology; Manipulative Materials; Blindness; Computer Graphics; Secondary School Mathematics; Texas; Arizona; Illinois; Oklahoma; South Carolina + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Blindheit; Computergrafik
Abstract	Introduction: Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods: Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results: The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion: From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners: Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss. (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01