A Survey of the Writing Instructional Practices of Nebraska Teachers of Students with Visual Impairments

Autor/inn/en	Hebert, Michael; Savaiano, Mackenzie E.
Titel	A Survey of the Writing Instructional Practices of Nebraska Teachers of Students with Visual Impairments
Quelle	In: Exceptionality, 29 (2021) 4, S.294-309 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hebert, Michael) ORCID (Savaiano, Mackenzie E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1850450
Schlagwörter	Writing Instruction; Teaching Methods; Students with Disabilities; Visual Impairments; Writing Processes; Special Education Teachers; Teacher Attitudes; Elementary Secondary Education; Self Efficacy; Nebraska + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	This paper describes a survey of teachers of students with visual impairments (TVIs) in Nebraska. Questions addressed their preparation to teach writing, writing practices, and beliefs about writing instruction. Twenty-four of 60 TVIs in Nebraska responded to the survey, and 19 answered all questions. Teachers were split on their preparation to teach writing (50% indicated receiving adequate training), but slightly to moderately agreed that they knew how to use writing to support their students' needs. The TVIs unanimously agreed that all writing purposes (e.g., for fun, to demonstrate knowledge, for daily living activities) are appropriate for students who are functionally blind, students who have low vision, and students with multiple disabilities or deaf-blindness. However, they were split on whether writing instruction was their responsibility (47.8% agreed, 52.2% disagreed) and varied in the use of writing practices across different groups of students (e.g., 74% of TVIs felt writing to inform was appropriate for students who are functionally blind, whereas only 42% and 11% felt this was appropriate for students with low vision and multiple-disabilities, respectively). The implications of this study are limited due to the small number of participants, but the results represent 40% of the total number of Nebraska TVIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01