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ERIC Number: ED662748
Record Type: Non-Journal
Publication Date: 2024
Pages: 163
Abstractor: As Provided
ISBN: 979-8-3844-8463-9
ISSN: N/A
EISSN: N/A
Perspectives of Secondary Teachers of Blind/Visually Impaired Regarding Implementing Reading Interventions for Blind/Low Vision Students
Jeffrey Ross Snyder
ProQuest LLC, Ed.D. Dissertation, National University
There is a gap in reading scores between blind/low-vision students and their sighted peers. The problem addressed in this study was that the reading interventions currently in use for blind/low vision students are not successful in closing the reading achievement gap at a Midwest secondary school for the blind and visually impaired. The purpose of this qualitative descriptive study was to explore through interviews and a focus group the perspectives of secondary teachers of blind/visually impaired students at a Midwest school regarding implementing reading interventions for blind/low vision students. Semi-structured interviews of 13 teachers and one focus group of five teachers were used to collect data. The conceptual framework for this study was Albert Bandura's self-efficacy theory. Four research questions aimed to collect data. From the data collected, four themes emerged: Secondary teachers of blind/visually impaired students are unsure of their ability to implement reading interventions, they lack the confidence needed to implement reading interventions, they also feel that there is a lack of direction regarding implementing reading interventions, and they feel that they need more training regarding implementing reading interventions. Important implications that were discussed included that secondary teacher of blind/visually impaired students lack self-efficacy and need more training in implementing reading interventions. Recommendations for future practice included providing more training for secondary teachers of blind/visually impaired students. It was also recommended that future research be expanded to all secondary teachers of both blind/low-vision students and sighted students with low reading scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A