Accommodations Knowledge and Practice for Students with Visual Impairments

Autor/in	Nannemann, Allison C.
Titel	Accommodations Knowledge and Practice for Students with Visual Impairments
Quelle	In: Journal of Visual Impairment & Blindness, 115 (2021) 6, S.525-537 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nannemann, Allison C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X211062251
Schlagwörter	Academic Accommodations (Disabilities); Students with Disabilities; Visual Impairments; Knowledge Level; Self Advocacy; High School Students; Late Adolescents; Correlation; Behavior Disorders; Emotional Disturbances; Classroom Techniques; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Wissensbasis; Selbstbehauptung; High school; High schools; Oberschule; Halbstarker; Korrelation; Gefühlsstörung; Klassenführung; Unterrichtserfolg
Abstract	Introduction: Classroom accommodations are a primary means of supporting the appropriate education for students with disabilities. Student involvement in the accommodation process is valuable. Therefore, we need to teach students to be knowledgeable and strategic regarding their accommodations. Methods: Four high school students with visual impairments were taught the Student Self-Accommodation Strategy (SSA). A comparative case studies approach within a sequential explanatory design was used to investigate their accommodations knowledge and practices. Results: Participants improved or maintained accommodations knowledge. Their most-used types of accommodations were access accommodations and accommodations for content support. Three of the participants increased advocacy after strategy instruction. The participants' accommodation practices were influenced by emotional-behavioral regulation, independence, and teacher involvement. Discussion: Findings from this study relate to existing literature on accommodations support, teacher involvement in the accommodations process, instruction in accommodations advocacy, and the relationship between accommodations and emotional-behavioral dysregulation. Implications: Findings emphasize the need to be explicit about the accommodations available to students with visual impairments and the need for strategy instruction in the SSA to address emotional-behavioral dysregulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01