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.]
Descriptors: Secondary School Teachers, Special Schools, Teacher Attitudes, Blindness, Students with Disabilities, Reading Instruction, Intervention, Achievement Gap, Self Efficacy
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