Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

Autor/inn/en	Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne
Titel	Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment
Quelle	In: Journal of Special Education, 46 (2013) 4, S.223-232 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910397374
Schlagwörter	Visual Impairments; Classroom Environment; Physical Environment; Foreign Countries; Visual Aids; Vision; Parent Participation; Parent School Relationship; Early Childhood Education; Teacher Education; Teacher Student Relationship; Questionnaires; Scores; Visual Acuity; Australia + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Klassenklima; Unterrichtsklima; Natürliche Umwelt; Ausland; Anschauungsmaterial; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Optisches Differenzierungsvermögen; Australien
Abstract	This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10