Teaching blind, preschool-age children to use a long cane in travel is a relatively new concept in orientation and mobility. This article examines this issue and discusses potential advantages of early cane use, challenging traditional arguments against early introduction of the cane. Instructional considerations and optional strategies for teaching use of the cane to preschoolers are included.
Introduction This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods The data for this study were collected via a mixed-methods online survey distributed through professional networks to reach teachers with experience supporting students who are braille readers in advanced mathematics. A device matrix was used to ask participants about three interrelated issues. First, which of the 35 assistive technologies presented did they use to aid students? Second, how was the technology implemented? And third, how did they rate the effectiveness of each device used? Open-response items provided space for additional tools and other feedback. Results A total of 82 surveys were completed through the device matrix question. Results conclusively indicated that 20 of the 35 technologies were used; of these, 13 were used regardless of subject. More than half of the participants indicated that the same four technologies were implemented for student information access during class, guided practice, and independent practice. Participants recommended seven technologies not included in the device matrix through the open-response questions. Discussion This survey revealed that teachers of visually impaired students are using assistive technology for multiple functions. A core set of 13 devices emerged, as well as varying subsets for specific tasks across different subjects. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners By examining the uses of technology presented in this article, teachers can determine which assistive technology might be worth exploring to use for preparation of materials for students and which to teach others to use independently for reading or preparation of assignments in advanced mathematics courses.
The purpose of this study was to provide initial validation of the Orientation & Mobility Visual Impairment Scale of Service Intensity of Texas (O&M VISSIT) intended for use by orientation and mobility (O&M) specialists to determine a recommended type and amount of O&M services for students on their caseloads based on each student's identified needs. The validity and reliability of the scale were calculated using a mixed-methods survey research design, with purposive expert sampling. The O&M VISSIT was found to be significantly valid in social and content validity and moderately valid in consequential validity. The O&M VISSIT is a moderately reliable tool to assist determine the appropriate type and amount of O&M services for all students on the O&M specialist's caseload.
Research on the development of literacy in children with visual impairments and additional disabilities is minimal even though these children make up approximately 65% of the population of children with visual impairments. This article reports on emerging themes that were explored after a review of the literature revealed nine literacy studies that included students with visual impairments and additional disabilities.
Introduction The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods Validity and reliability of the Visual Impairment Scale of Service Intensity of Texas (VISSIT) were evaluated using a mixed-methods survey research design. Participants used the VISSIT to determine services for at least one student and then completed an electronic survey regarding the use of the tool. Results Twenty-five participants completed at least one VISSIT and completed the electronic survey. Social validity was supported by 92% of the participants stating that the tool was easy to use as a way to determine service time and was also supported by 96% of the participants stating that they would use the VISSIT for determining the type and amount of service recommended for their students. Consequential validity was supported by 71% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and was also supported by 75% of the participants stating that the tool's results directly translated into type and amount of service they would recommend. Internal consistency reliability was demonstrated by the result of a factor analysis of Cronbach's Alpha statistic of .747 for the entire set of VISSIT items. Discussion The results demonstrate that the VISSIT is a moderately valid and reliable tool for helping teachers of students with visual impairments determine the type and amount of visual impairment services based on individual student need. Implications for practitioners The VISSIT is a tool that itinerant teachers of students with visual impairments can use to determine the appropriate amount of service for all students on their caseloads and offers a more objective way to recommend service intensity based on student need.
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