Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students with Visual Impairments

Autor/inn/en	Cihan, Mehmet Akif; Pogrund, Rona L.
Titel	Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students with Visual Impairments
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 3, S.404-409 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221109535
Schlagwörter	Visual Impairments; Students with Disabilities; Itinerant Teachers; Intervention; Student Needs; Rating Scales; Decision Making; Influences; Delivery Systems; Elementary School Students; Individualized Education Programs + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mobile Lehrerreserve; Rating-Skala; Decision-making; Entscheidungsfindung; Influence; Einfluss; Einflussfaktor; Auslieferung; Individualized education program; Individualisierendes Lernen
Abstract	High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students' needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers' availability such as travel time while determining service intensity. It also uses students' visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01