Survey Results for Training and Resource Needs Cited by Early Intervention Professionals in the Field of Visual Impairment

Abstract

Introduction Professionals working with infants and toddlers with visual impairments (that is, those who are blind or have low vision) were surveyed regarding their preservice training and their awareness and use of 29 resources related to young children who are visually impaired. Methods Early intervention visual impairment professionals ( n = 109) from 11 states completed a survey called the Early Intervention Visual Impairment Self-Efficacy Evaluation. The online tool was distributed to all professionals in each target state. Results Thirty-eight percent of respondents indicated that the preservice program at which they received training as teachers of visually impaired students or orientation and mobility (O&M) specialists did not include content or experiences related to infants and toddlers with visual impairments. In addition, given three types of resources including books and curriculum ( n = 12), websites ( n = 5), and online or “eLearning” courses ( n = 12), websites were rated as most frequently used, and eLearning resources were least frequently used for professional development. Resources on the topic of cortical or cerebral visual impairment (CVI) were more frequently rated as used, compared to resources on topics such as multiple impairments. Discussion Results demonstrate that some training programs for teachers of visually impaired students and O&M specialists do not include content that prepares professionals to work with infants and toddlers with visual impairments, leaving professionals with a need for additional training to serve this population. In addition, workshops and web-based resources were respondents' preferred means of professional development. Implications for practitioners As they consider future professional training efforts, individuals responsible for workforce preparation and development in the field of visual impairment need to take into account the training needs and preferred training formats of early intervention professionals.

Bibliometric mapping of psychological well-being among children with a visual impairment

“…Regardless of these two different perspectives, our results support previous discussions about the need for sufficient assessment tools to detect visual impairment in children with ASD and ID (de Vaan et al, 2016;Ely & Ostrosky, 2017). In addition, our results emphasise the importance of improving assessment tools for detecting ASD among visually impaired children (de Vaan et al, 2016;Matsuba, 2014).…”

“…In addition, our results emphasise the importance of improving assessment tools for detecting ASD among visually impaired children (de Vaan et al, 2016; Matsuba, 2014). Sufficient assessment tools may result in the more frequent and earlier diagnosis of visual impairment among children with ID and ASD, which can benefit them through important early interventions, support strategies (Corsello, 2005; Ely & Ostrosky, 2017), and autism friendly optometry services (Chiri & Warfield, 2011).…”

Self-Efficacy of Providers of Early Intervention Services to Young Children with Visual Impairments and Their Families

“…Finding time to add early intervention content within visual impairment preparation programs is likely to be difficult. Yet, Ely and Ostrosky (2017) found that professionals are already accessing a variety of in-service formats. Specifically, these researchers found web-based content to be the most commonly utilized resource.…”

“…Research suggests that these three components of self-efficacy can be influenced by training that includes both preservice and in-service. Although in-service needs were explored in a previous manuscript (Ely & Ostrosky, 2017), the current study focuses on preservice training needs. In a study by Bruder et al (2013), greater teacher self-efficacy was positively correlated with perceptions of preparedness through preservice training and involvement in professional development opportunities.…”

A Review of Babies with CVI: Nurturing Visual Abilities and Development in Early Childhood

“…This combined focus on CVI and early childhood education is rarely available in a single resource. Yet we know that CVI is the most common visual impairment in very young visually impaired children (Babies Count, 2020) and the most highly sought-after topic for professional develop among teachers of visually impaired students and orientation and mobility specialists serving this population (Ely & Ostrosky, 2017).…”