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Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students with Visual Impairments
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Cihan, Mehmet Akif; Pogrund, Rona L. – Journal of Visual Impairment & Blindness, 2022
High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students' needs…
Descriptors: Visual Impairments, Students with Disabilities, Itinerant Teachers, Intervention
Keeping Schools for Blind Students Vital in an Era of Inclusion: Key Elements for Success
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Miyauchi, Hisae; Fast, Danene; Wild, Tiffany – Journal of Visual Impairment & Blindness, 2022
Introduction: This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods: This research used qualitative interviews with school administrators, staff members, and teachers at four…
Descriptors: Blindness, Special Schools, Visual Impairments, Ideology
Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education
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Love, Hailey R. – Young Exceptional Children, 2021
Heterotopias are complex spaces characterized by the collision of the real (i.e., physical realm--who and what materials are present) and unreal (i.e., abstract realm--socially created meanings and understandings of the "real"; Foucault, 1986; Topinka, 2010). The early childhood classroom is a heterotopia in that it is a knowledge…
Descriptors: Classroom Environment, Educational Quality, Students with Disabilities, Classification