Interpreting the Meaning of the Terms Certified and Highly Qualified for Teachers of Students with Visual Impairments

Abstract

This article investigates the value of the term highly qualified as it relates to teachers of students with visual impairments. Routes to certification of teachers of students with visual impairments in the United States are not uniform and may not always reflect high-quality teacher preparation. A rationale for more stringent national standards of certification is presented.

Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers’ Preparation Programs and Practice

“…In concert with describing the gaps in personnel preparation in assistive technology, one must also recognize the current constraints in higher education. Policy makers routinely criticize teacher preparation programs for not adequately preparing students and, at the same time, because of the demand for teachers, specifically in special education, states are increasingly allowing alternate routes to certification that result in less instructional time for preservice teachers (Pogrund & Wibbenmeyer, 2008). Specifically in the field of visual impairments, states like Texas allow teachers to test out of course work and require only two courses at the university level before allowing students to take a state certification examination (Pogrund & Wibbenmeyer, 2008).…”

“…Policy makers routinely criticize teacher preparation programs for not adequately preparing students and, at the same time, because of the demand for teachers, specifically in special education, states are increasingly allowing alternate routes to certification that result in less instructional time for preservice teachers (Pogrund & Wibbenmeyer, 2008). Specifically in the field of visual impairments, states like Texas allow teachers to test out of course work and require only two courses at the university level before allowing students to take a state certification examination (Pogrund & Wibbenmeyer, 2008). Although many preservice teachers choose to continue with course work after they become certified by testing, there are some who become completely dependent on on-the-job training to meet the needs of their students.…”

A Computer‐based Program to Teach Braille Reading to Sighted Individuals

“…Six states currently require passing of an examination with no associated experience or course work. Other states require as many as 11 courses and completion of supervised practicum before individuals are eligible to take a qualification exam (Pogrund & Wibbenmeyer, 2008). The differences in certification requirements suggest a lack of agreement regarding the skills and experience necessary for instructors of the visually impaired, who generally are responsible for braille instruction (Bell, 2010; Frieman, 2006; Johnson, 1996; National Blindness Professional Certification Board, 2009; Rosenblum, Lewis, & D'Andrea, 2010).…”

Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

“…Braille knowledge and braille instruction are identified by the Council for Exceptional Children (CEC, 2003) as one of the most important skills required for teachers of students with vision impairment (Pogrund & Wibbenmeyer, 2008). Keil's findings (2004) showed that teachers for students with vision impairment believed that braille should exist as a course in their training.…”