Policy to Practice: Teachers’ and Administrators'Views on Curricular Access by Students with Low Vision

Smith, Audrey J.; Geruschat, Duane R.; Huebner, Kathleen M.

doi:10.1177/0145482x0409801006

Cited by 15 publications

(9 citation statements)

References 12 publications

(9 reference statements)

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“…However, despite extra parental attention at home, lack of accessible materials would likely be associated with lower achievement scores. Unfortunately, students who require Braille or large-print textbooks and other school materials often do not receive them, receive them much later than the other students, (e.g., Corn & Wall, 2002; Smith, Geruschat, & Huebner, 2004), or receive material of inferior quality (Herzberg & Stough, 2009). If the student with a VI cannot independently access his or her homework or mathematics book, parents will be required to assist with homework.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

2010

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The effect of parental involvement on achievement has received a significant amount of research attention in the general student population, but surprisingly very little research has been conducted in this area for students with disabilities. This study investigated the association between parental involvement (both at home and at school) and mathematics achievement for students with visual impairments. The samples used for the study (N = 341 and N = 324) were taken from the nationally representative Special Education Elementary Longitudinal Study. Multilevel modeling for longitudinal data was used to investigate the research questions. Parental involvement at school was positively associated with mathematics achievement for students who began the study in elementary school, and parental involvement at home was negatively associated with mathematics achievement for students without a cognitive disability. However, there was a strong positive association between mathematics achievement and parental involvement at home for students who also had a cognitive disability.

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Section: Discussionmentioning

confidence: 99%

The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

2010

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“…The need to change these aspects is in line with the recommendations of the International Council for Education of People with Visual Impairment and the World Blind Union (2003) and the American Foundation for the Blind (2005), as well as with analyses in other studies. These studies emphasized the need for resources and support that are suited to the specific needs of students with visual impairments (Davis & Hopwood, 2002;Gray, 2009;Smith et al, 2004) and the importance of having well-informed and well-coordinated professionals (Davis & Hopwood, 2002;Gray, 2005Gray, , 2009. In Spain, the resources are widely provided by ONCE.…”

Section: Discussionmentioning

confidence: 99%

The Inclusive Educational Process of Students with Visual Impairments in Spain: An Analysis from the Perspective of Organizations

Rueda

Sarrionandía

Mena

et al. 2010

Journal of Visual Impairment & Blindness

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The research was funded by CIDE (Centro de Investigación y Documentación Educativa [Educational Research and Documentation Center]), Ministerio de Educación (Spanish Ministry of Education), supervised by G. Echéita (Universidad Autónoma de Madrid) and M. A. Verdugo (Universidad de Salamanca), with, in addition to the authors, the special participation of Isabel Calvo and Francisca González from the Universidad de Salamanca. The authors thank CERMI (El Comité Español de Representantes de Personas con Discapacidad [Spanish Committee of Representatives of Disabled People]) for its collaboration and the professionals from the National Organization of Blind People in Spain who participated in the study.

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“…(i.e., west, midwest, northeast, south) (Abner & Lahm, 2002;Behrmann, 1993;Derer, Polsgrave, & Rieth, 1996;Howard, 1992;Kapperman, Sticken, & Heinze, 2002;Lesar, 1998;McGregor & Pachuski, 1996;Wahl, 2004), collectively they fail to provide the same information for each of those regions. Several studies involve students from only two of the disability categories found in IDEIA 2004 (Abner & Lahm, 2002;Corn & Wall, 2002;Edwards & Lewis, 1998;Kapperman et al, 2002;Skellenger, 1999;Smith, Geruschat, & Huebner, 2004;Wehmeyer, 1998Wehmeyer, , 1999. Secondary students are virtually ignored (Abner & Lahm, 2002;Edwards & Lewis, 1998;McGregor & Pachuski, 1996;Skellenger, 1999;Wehmeyer, 1998Wehmeyer, , 1999.…”

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confidence: 99%

Who is Using Assistive Technology in Schools?

Quinn

Behrmann²,

Mastropieri³

et al. 2009

J Spec Educ Technol

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All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institute's (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments.

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Policy to Practice: Teachers’ and Administrators'Views on Curricular Access by Students with Low Vision

Cited by 15 publications

References 12 publications

The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments

The Inclusive Educational Process of Students with Visual Impairments in Spain: An Analysis from the Perspective of Organizations

Who is Using Assistive Technology in Schools?

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