Accommodation Needs for Teachers Who Are Blind and Teach Students with Visual Impairments

Autor/inn/en	Okungu, Phoebe A.; Griffin-Shirley, Nora; Pogrund, Rona L.
Titel	Accommodation Needs for Teachers Who Are Blind and Teach Students with Visual Impairments
Quelle	In: Journal of Visual Impairment & Blindness, 113 (2019) 3, S.248-259 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X19854902
Schlagwörter	Teacher Attitudes; Visual Impairments; Blindness; Students with Disabilities; Academic Accommodations (Disabilities); Accessibility (for Disabled); Public Schools; Residential Schools; Work Environment; Teaching Methods; Barriers; Technology Uses in Education; Assistive Technology; Teaching Skills; Job Skills; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Visual handicap; Sehbehinderung; Blindheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Accessibility; Zugänglichkeit; Public school; Öffentliche Schule; Heimschule; Arbeitsmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Produktive Fertigkeit
Abstract	Introduction: This study was intended to explore and identify the experiences and perceptions of teachers of students with visual impairments who are blind concerning their accommodation needs and to establish their opinions on what improvements can be made. Method: A qualitative case study design was used and was collected through interviews, observations, and documents. Participants were four teachers who are blind who taught students with visual impairments in mainstream public and specialized residential schools in the United States. Within-case and cross-case levels of data analysis were used to generate and compare the themes that emerged. Results: The results illuminated accommodation issues for the teachers in the areas of family support, strategies the teachers use, challenges in their workplaces, and suggestions regarding possible improvements. Discussion: This study generated answers to the pertinent research questions. The study has revealed that the participants use different types and forms of accommodations to accomplish tasks. Some accommodations used include computer technology, assistive devices, and sighted assistants. However, the participants expressed that access to these accommodations are not consistent for all individuals who are blind. The participants also identified the accommodation challenges that are related to their blindness and provided suggestions for possible improvements. Implications for practitioners: Teachers of students with visual impairments who are blind need to be self-advocates in their personnel preparation programs and in their workplaces concerning the accommodations they need to accomplish job tasks. (As Provided).
Anmerkungen	SAGE Publications. 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	2020/1/01