Relevant bibliographies by topics / Teachers with impairments

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers with impairments'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Teachers with impairments"

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Simalalo, Magdalene, Velisiwe G. Gasa, and Kenneth K. Muzata. "Teacher Preparation in Zambia’s Expanded Core Curriculum: Challenges and Opportunities." African Journal of Teacher Education 11, no. 1 (July 1, 2022): 166–89. http://dx.doi.org/10.21083/ajote.v11i1.6685.

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Well-prepared teachers are a determinant in the successful implementation of expanded core curriculum. Teachers can give learners skills according to the way they are prepared. Learners with visual impairments in special schools and students at tertiary level manifest deficits in critical skills required in academic success and transition in general. The nature of education of their teachers and challenges encountered during teacher preparation were not well established. The present study explored challenges faced in the preparation of teachers of learners with visual impairments in expanded core curriculum. Purposive sampling was used to select twenty-two teachers, two special education curriculum specialists and three Teacher educators. Open-ended questionnaires were used to collect data from teachers of learners with visual impairments and semi structured interviews were conducted with teacher educators and curriculum specialists. The findings indicated that teacher education/preparation in ECC was insufficient, and the institutions concentrated on braille literacy; and orientation and mobility. The remaining skills in ECC were ignored. Preparation incorporated few practical sessions and was highly theoretical. The major challenges among others were time constraints; insufficient resources in education; enrolments of student teachers; discrepancy between education and implementation; methodological issues. The opportunities were available to improve education were: employ more staff; embark on specialised education; advocacy and collaboration: offering continuous professional development for teachers. The study highlights the nature of preparation of teachers of learners with visual impairment. The teacher education institutions need to realign the curriculum through collaborative approach with other stakeholders so that teachers can effectively deliver skills to the learners.
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Kim, Young-il, and Anne L. Corn. "The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 491–502. http://dx.doi.org/10.1177/0145482x9809200709.

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This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.
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Gee, Stephanie, and Kim T. Zebehazy. "Supporting Students with Visual Impairments Who Are Culturally and Linguistically Diverse: The Role of the Cultural Liaison Within Educational Teams." Journal of Visual Impairment & Blindness 114, no. 4 (July 2020): 249–62. http://dx.doi.org/10.1177/0145482x20939471.

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Introduction: This study explored the role of the cultural liaison on educational teams that support families from culturally and linguistically diverse (hereafter, diverse) backgrounds who have a child with visual impairment. Methods: Focus groups were conducted with teachers of students with visual impairments, cultural liaisons, and classroom teachers, all who had worked with diverse families and students with visual impairments in an urban Canadian school district. Transcripts of the focus groups were coded for common and divergent themes within and across groups. Results: The groups identified a need for better understanding the role of the cultural liaison, clearer communication in the translation process including messages that may be lost in translation, and more opportunities for teachers of students with visual impairments and classroom teachers to connect with cultural liaisons to develop cultural competency. Discussion: The findings highlight the importance of having access to cultural liaisons and the need to make sure all members are clear about their roles. Cultural liaisons may need additional support about resources from teachers of students with visual impairments, while those same teachers would benefit from understanding the parent perspective on visual impairment. Implications for practitioners: Classroom teachers and teachers of students with visual impairments may want to seek out professional development from cultural liaisons. Teachers of students with visual impairments can provide cultural liaisons with a list of common visual impairment terms to allow time for appropriate translation and questions before a meeting. Cultural liaisons may want to ensure that differing cultural viewpoints of the family are communicated clearly to team members and vice versa.
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Luvanga, Mr Hassan, Dr Sarah W. Mwangi, and Dr Robert J. Maneno. "Teacher Preparedness in Implementing Inclusive Education for Pupils with Hearing Impairments in Mombasa County, Kenya." International Journal of Scientific Research and Management 8, no. 03 (March 17, 2020): 1258–62. http://dx.doi.org/10.18535/ijsrm/v8i03.el03.

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Inclusion is a philosophy that focuses on the process of adjusting the home, school and the larger society to accommodate persons with special needs. The success of provision of inclusive practices is contingent upon the quality of teaching in an inclusive setting. This study was conducted in Mombasa County, Kenya. The study investigated teacher preparedness in the implementation of special needs inclusive education in primary schools with pupils with hearing impairments. The study focused on teachers’ academic qualifications, professional qualifications, teaching experience and whether the teachers had undertaken pre- service or in-service special education training. The prospective study was carried out between 2018- 2019 including 60 teachers and 20 head teachers. The findings revealed that although most teachers had the necessary academic qualifications to teach pupils in primary schools, they lacked adequate special education training to effectively teach pupils with hearing impairment and majority of the teachers had not undertaken any pre-service or in-service special education training to prepare them to effectively teach pupils with hearing impairments. Recommendations suggested that teachers should be adequately prepared during their pre-service education programme to effectively teach pupils with hearing impairments within the mainstream classroom setting. Recommendation was that teachers should enhance their special education skills through in-service special education training.
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Filipčič, Tjaša, Maja Burin, and Bojan Leskošek. "TEACHERS' BELIEFS REGARDING TEACHING STUDENTS WITH VISUAL IMPAIRMENTS IN PHYSICAL EDUCATION." Kinesiologia Slovenica 27, no. 2 (September 13, 2021): 143–54. http://dx.doi.org/10.52165/kinsi.27.2.143-154.

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The purpose of a present study was to investigate the professional beliefs of Slovenian physical education teachers regarding the teaching of students with visual impairments in physical education. A selfadministered questionnaire was designed to examine teachers’beliefs. Participants, 131 Slovenian PE teachers, rated their professional beliefs on a fivepoint Likert scale. A factor analysis was conducted to examine the internal structure of the belief field. The results show that self-perceptions of their beliefs were complex and consisted of 7 factors, which together explained 33.7% of the cumulative variance. Teachers strongly believe that vocal information, colourful sports equipment, and tactical guides enable students with visual impairment to participate in physical education. Adapted methods, safety measures, and learning support assistants are also important, as is a positive attitude toward inclusion. The findings of the present study need to be incorporated into the future updating of PE teacher training programmes for teaching students with visual impairments.
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Winarsih, Murni. "KOMPETENSI GURU REGULER DI SEKOLAH INKLUSIF DALAM PEMBELAJARAN BAGI SISWA TUNARUNGU." Perspektif Ilmu Pendidikan 27, no. 2 (December 31, 2013): 97–103. http://dx.doi.org/10.21009/pip.272.3.

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The aim of this study is to explore the teachers’s competency in teaching students with hearing impairments within inclusive educational settings. This research conducted from February 2012 through June 2013. Method of the research is qualitative descriptive, observation and interview were employed to gather the necessary data towards 5 teachers where there is at least one student with hearing impairment in their classroom across all educational level. The result shows that the teachers do not have the competency about teaching the hearing impairments. The teachers have never been trained on teaching and instruction of children with hearing impairment, because the training based on contextual learning has not been previous. The research results some implication and recomendation.
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Maryanti, Rina, Asep Bayu Dani Nandiyanto, Achmad Hufad, and S. Sunardi. "Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum." Indonesian Journal of Community and Special Needs Education 1, no. 1 (March 11, 2021): 1–8. http://dx.doi.org/10.17509/ijcsne.v1i1.32653.

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The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.
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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Mulligan-Ault, Marilyn, Doug Guess, Lynne Struth, and Barbara Thompson. "The Implementation of Health-Related Procedures in Classrooms for Students with Severe Multiple Impairments." Journal of the Association for Persons with Severe Handicaps 13, no. 2 (June 1988): 100–109. http://dx.doi.org/10.1177/154079698801300206.

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One-hundred fifty teachers of students with severe and multiple impairments were surveyed to identify the prevalence of health-related procedures being used in the classrooms, the person(s) routinely responsible for implementing the procedure(s), and the persons the teachers felt should be responsible for implementing the procedures. In addition, the survey identified the source of the teacher's information concerning health-related procedures for individual students, types of correspondence with the school nurse and the family physician, the teachers' awareness of the availability of school policy for implementing health-related procedures, the teachers' source of training on health-related procedures, and the relationship of the classroom location to visits by the school nurse. Seventy percent of the questionnaires were returned. Teachers indicated that all but one of the procedures listed were occurring in one or more of the classrooms. The teachers ndicated that, for the most part, they were primarily responsible for implementing the procedures on a routine basis. The teachers' responses indicated that they felt they should be responsible for a specific group of procedures with the nurse and paraprofessional, or nurse and teacher in combination responsible for a different set of procedures. The family was used most often as a source of information for the health-related procedures. Contact with the school nurse was variable. Classrooms in integrated or rural settings were reported as visited less often by the school nurse than classrooms in either more segregated or urban settings. Only 21% of all the classroom teachers responding were aware of local district guidelines for the determination of who should be responsible for the implementation of health-related procedures.
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Sacks, S. Z., and A. L. Corn. "Students with Visual Impairments: Do They Understand Their Disability?" Journal of Visual Impairment & Blindness 90, no. 5 (September 1996): 412–22. http://dx.doi.org/10.1177/0145482x9609000507.

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This study explored what children know about their visual impairments, how they communicate the information to other people, and their questions about their visual impairments. Eighty-nine children, aged 6–16, from 19 states completed a 35-item questionnaire that was administered by their teachers of students with visual impairments. Among the study's findings were that only 34 percent of the children could name their visual impairment and only 13 percent could state which part of their eye (or visual system) was affected.
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Dissertations / Theses on the topic "Teachers with impairments"

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Petrovay, David William. "Personality Characteristics, Career Awareness, and Job Expectations of New Teachers of Students with Visual Impairments." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194332.

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In 2000, contributors to the formulation of the National Plan for Training Personnel to Serve Children with Blindness and Low Vision anticipated a severe shortage of direct service personnel as early as 2006 with an increasing negative impact on teacher numbers through the end of the decade. It is necessary to attract approximately 5,000 new teachers to the field to meet the needs of the ever-increasing population of students with visual impairments requiring specialized training.This study investigated the personality and background experiences of individuals who are attracted to work as educators with students with visual impairments. A sample of 132 teachers who had been trained at either the undergraduate or graduate level and were employed within their first five years as teachers with this specialization completed the Holland Self-Directed Search (Form CP) and a Participant Profile form to ascertain the personality types and experiences of those new to the field.The study considered three variables: (1) gender, (2) race/ethnicity, (3) teacher training level and their association with Holland personality type (RIASEC). All three variables were weak predictors of the personality type of teachers of the visually impaired as indicated by Goodman and Kruskal's tau. Results of the Holland Self-Directed Search was a stronger measure of the personality type associated with becoming a teacher of students with visual impairments. The data related to the sample revealed that 65.2% of those responding identified themselves as Social type.Teachers identified how they became aware of the field prior to making a decision to enter a teacher-training program, what their reasons were for making a decision to enter a training program to become a teacher of students with visual impairments, and which areas of their teaching experience differed from what they had expected prior to employment in the field. Limitations of the study, implications of the results for recruitment and retention of teachers of students with visual impairments, and recommendations for future research are provided.
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Skene, Gerrard. "Teaching with difference : barriers and enablers for teachers with impairments in their professional roles." Thesis, Federation University Australia, 2022. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/185861.

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Amidst the current groundswell of inclusive practices adopted in learning institutions, there would appear to be a paucity of research regarding the barriers and enablers experienced by teachers with impairments in Australian education systems (Burke, 2016; Pritchard, 2010; Sheridan & Kotevski, 2014). This thesis presents an examination of national and international literature where an imprecise range of issues for teachers with impairments is identified. The social model of disability has been adopted as the overarching theoretical perspective for this study. The conceptualisation of teaching with impairment, rather than about impairment, embodies the notion of teachers with impairments as being culturally relevant educators (Pritchard, 2010). Narrative inquiry, in conjunction with Clandinin and Connelly’s (2000) three-dimensional space approach as a thematical analysis methodology, has been employed and supports the investigation of ten teachers with impairments working in professional education roles within Australia. Narrative interviews were conducted with each of the ten participants with the aim of identifying barriers and enablers within the lived experiences of teachers with impairments. This study identified a silence in relation to teachers with impairments, and to address this silence has amplified the voices of teachers with impairments. Five primary themes emerged from the data to provide insights into barriers and enablers experienced by teachers with impairments. These themes are: Thinking about becoming a teacher; The limiting attitudes of others; Connecting with students and parents; Notions of teaching spaces; and I get by with a little help from my friends. This study found that teachers with impairments do experience adverse attitudes and biases in Australian teaching institutions despite there being laws that have been specifically designed to prevent disability discrimination. Bias, experienced as discrimination towards teachers with impairments, extends to career promotion and workplace advancement opportunities. Conversely, the study also found that respectful conversations about impairment which took place both inside and outside teaching places, highlighted how having open conversations about reasonable adjustments can lead to actions that become enablers for teachers with impairments. This study commences the important work of giving voice to teachers with impairments and creates a space to challenge dominant perspectives. The thesis concludes that more needs to be done to challenge the constructed normative attitudes that are responsible for setting teachers with impairments apart and resulting in them being mostly undetected within the teacher population; Doctor of Philosophy
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Jesso, Jennifer Elaine. "Developing an iPad accessibility and usability evaluation tool for teachers of students with visual impairments." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50249.

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With the increasing use of technology by young children in home and school environments, it is crucial that children with visual impairments have equal access to new developments in technology and that teachers of students with visual impairments have the necessary tools and training to support their students. This research sought to develop a rating scale for use by teachers of students with visual impairments for use in rating iPad apps for children on criteria of accessibility and usability while using the VoiceOver screen reader included in iOS accessibility features. The researcher also sought to examine the current state of VoiceOver accessibility of mainstream iPad apps designed for children. Six teachers of students with visual impairments used the draft scale to rate apps on accessibility and usability criteria, and their ratings were compared with the experiences of four adult iPad users who used VoiceOver. The scale had higher reliability among teachers’ ratings for accessibility criteria than for usability criteria, but teachers and VoiceOver users agreed well about overall app accessibility. Accessibility issues encountered in apps are discussed as well as changes to consider in a revised app rating scale for teachers.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Zwald, Kathy Jayne. "Perceptions of Teachers of Students with Visual Impairments on the Importance of Physical Activity and its Effect on their Students' Academic Success and Social Interactions." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195328.

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More than 60% of the adult population in the United States is overweight, and obesity has reached epidemic proportions in this country. Childhood obesity has more than doubled since 1990, and the health consequences are reflected in the rising cost of health care. There has also been a significant drop in physical activity across the country and physical education is no longer required in middle schools. The lack of physical activity and issues of weight can compromise the ability of the individual who is blind or visually impaired to maneuver through the environment safely and efficiently. The purpose of this study was to examine the perceptions of itinerant teachers of students with visual impairments about the importance of physical activity for their students with visual impairments and its effect on academic success and social relationship.Data was gathered from 175 teachers of students with visual impairments concerning their perceptions regarding the importance of physical activity and obesity and their relationship with academic success and social relationships. The teachers indicated that physical activity for their students is very important. They described a multitude of barriers that account for a lack of involvement in the general physical education classes in which they were enrolled.Teachers reported on their own personal physical activity levels in relationship to the importance they placed on their students' need to be active. The teachers did not indicate that being overweight was a particular issue with their visually impaired students, but they acknowledged that being overweight and a lack of physical activity create additional barriers for academic success and appropriate social relationships.The teachers also reported that the same barriers in physical education classes and access to recreation activities in the community that have been listed in past research studies were still in existence, and these barriers were also part of their dilemma in creating positive physical activity experiences for their students who are visually impaired. This study validated the necessity of further research to find the effective intervention strategies and programs to increase physical activity of students with visual impairments.
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Wilton, Adam. "Special education administrators and workload determination for teachers of students with visual impairments : a Delphi study." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61299.

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Itinerant teachers of students with visual impairments (TSVIs) support access to the curriculum for students with visual impairments by promoting the use of adaptive tools, materials, and strategies to mitigate the impact of visual impairment on learning and development. Traditionally, the number of students served by the TSVI is referred to as a “caseload” and is used as an indicator of the breadth of the TSVI’s professional responsibilities. This study uses “workload” as a more inclusive term that encompasses the full scope of the itinerant TSVIs’ professional practice, including direct, consultative, and indirect service to students with visual impairments and their educational teams. Given the low incidence of visual impairment among children and youth, many special education administrators responsible for staffing TSVI positions do not have an awareness of the specialized educational programming needs of these learners that factor into TSVI workload. Resources targeted to special education administrators that consider a broad scope of educational programming, personnel, and policy factors are required to support data-driven workload determinations for itinerant TSVIs. The purpose of the study was to develop a set of factors that experts rate as important considerations in the process of TSVI workload determination. This study was conducted using the Delphi approach, an iterative process through which consensus is built among a panel of knowledgeable experts on a topic of specialized interest. Panelists rated the importance of 45 initial educational programming, personnel, and policy-level factors with 22 panelist-nominated factors added in the second survey round. Four survey rounds were required to arrive at a set of 45 confirmed factors. Each factor included in the final set of confirmed factors had a rating at a high level of importance, strong consensus among panelists, and stability across survey rounds. After adjusting for the total number of initial and nominated factors in each thematic cluster, educational programming factors accounted for the greatest proportion of confirmed factors, followed by personnel-level factors and policy-level factors. The results of the study are intended to provide special education administrators with a set of evidence-based factors to inform the process of workload determination for itinerant TSVIs.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Daniels, Jacqulyn Anne Donnenwirth. "The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4400.

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The primary question for this dissertation was: Does online professional development increase novice itinerant Teachers of Students with Visual impairments' (TVI) efficacy for assessing learning and literacy media for students with multiple disabilities including visual impairments? The literature suggested novice TVIs might experience low efficacy when implementing strategies unique to their job after leaving teacher-training programs. Working in an itinerant position can intensify perceptions of low efficacy. One area of low efficacy was conducting and reporting on the assessment of learning and literacy media (ALLM). Using a quasi-experimental pre/post-design, data were collected from pre/postintervention knowledge questionnaires about the assessment process and pre/postintervention written ALLM reports. Eleven participants with 1-5 years of experience as TVIs were divided into control and intervention groups. Four online modules were delivered to the intervention group. The data were analyzed using two dependent and two independent sample t tests. The results indicated the change scores between the control groups pre- and post-submissions did not improve. The change scores between the intervention groups pre- and post-submissions did significantly improve after participation in the online modules. The change scores overall between the intervention and control groups' pre/post submissions were statistically significant. The intervention group completed an acceptability rating scale regarding the feasibility of the modules and the results had an average score of 3.5 (4 = strongly agree). The primary limitation of this study was the small sample size and, therefore, did not allow for generalization.
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Washington, Samantha. "Teachers' Perceptions About Addressing Literacy for Students With Vision Impairment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4486.

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Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through social contexts and observations, was used as the conceptual framework for this study. Data were collected from 1-on-1 interviews with 10 volunteer regular education teachers teaching students at the elementary level. The resulting data were analyzed via color-coding transcripts, NVivo running word-frequency queries, and manual review of each transcript. The results revealed the participants did not have training, awareness for the literacy needs of students with visual impairment, or knowledge of the different types of technology used to access and create literacy materials. Although they lacked training and current knowledge of providing literacy instruction, the participants expressed confidence in their ability to research, collaborate, and gain the knowledge needed to effectively do so. The implications for positive social change include implementation of training and/or an education cycle for more efficient instruction when serving a student with visual impairment in the local school district. Efficient instruction can facilitate an improvement in the academic performance of students with visual impairment.
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Kart, Mehmet. "Teacher Perceptions of Resource Room Practices for Students with Visual Impairments." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492703036553633.

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Schoch, Christina Sigrid. "Teacher Variations When Administering Math Graphics Items to Students With Visual Impairments." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194668.

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This exploratory study investigated the techniques used by teachers of the visually impaired when administering math questions with graphics to students with blindness or low vision. The researcher observed and videotaped 10 pairs of students with visual impairments and their teachers while the students were taking a test that consisted of 12 graphic math items and found a wide variance existed between teachers in the administering of mathematical test items with graphics to their students. The most prevalent teacher behaviors observed were teacher initiation and graph detail description. For the majority of the teacher initiated responses, teachers gave information on a specific detail of the math graphic. Students predominantly asked for clarification regarding the math graphic itself or clarification of the math problem itself. Teachers used a variety of factors in determining if and when students required assistance during testing for large print or tactile graphics. No statistical significance was found between braille and large print groups with regard to teacher variation, student variation, and scores on test items, No relationship was found between correct answers on the test and teacher variation scores but a strong, positive correlation existed for total test time and teacher variation scores. In addition, there was no statistical significance, between the six math graph types used in this study. Hand movements of braille students were also observed, 90% of students using either both hands or mostly both hands when exploring the tactile graphic math problem. A horizontal movement was the primary direction students used when examining the tactile graphic. Recommendations were made regarding future research with large print and tactile graphics
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Majerus, Pamela Marie. "Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1415.

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Education reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the nature and process of implementing alternate assessments. Resistance to change was the conceptual framework. The bounded case included 3 elementary, 1 middle school, and 4 high school special education teachers who have taught students with mild to moderate cognitive disabilities in self-contained classrooms in the district. Teachers were interviewed and data were coded and analyzed for common themes. Results included implementation concerns such as time for administration, scoring issues, lack of usefulness of assessment results, inappropriate expectations for performance, and lack of validity of assessments for cognitively impaired students. Recommendations included decision makers' reconsideration of the procedures for implementation and establishing validity and usefulness of standards-based alternate assessments. Findings in this study reflected teachers' resistance to change, but were informative in providing local decision makers with an opportunity for social change that includes examination of where current policy fails to accommodate students with cognitive impairments and creation of appropriate policy and assessments that actually benefit those students.
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Books on the topic "Teachers with impairments"

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Itinerant teaching: Tricks of the trade for teachers of students with visual impairments. 2nd ed. New York: AFB Press, 2005.

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Hagood, Linda. Communication: A resource guide for teachers of students with visual and multiple impairments. Austin: Texas School for the Blind and Visually Impaired, 1997.

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1955-, Holbrook M. Cay, ed. Learning media assessment of students with visual impairments: A resource guide for teachers. 2nd ed. Austin, Tex: Texas School for the Blind and Visually Impaired, 1995.

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Allman, Carol B. ECC essentials: Teaching the expanded core curriculum to students with visual impairments. New York, NY: AFB Press, American Foundation for the Blind, 2014.

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The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments): Practical strategies. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Watertown, Massachusetts: Perkins School for the Blind, 1992.

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Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Watertown: Perkins School for the Blind, 1992.

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Auditory communication for deaf children: A guide for teachers, parents and health professionals. Camberwell, Vic: ACER Press, 2011.

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Franke, Lauren. Nurturing narratives: Story-based language intervention for children with language impairments that are complicated by other developmental disabilities such as autism spectrum disorders. Shawnee Mission, Kan: AAPC Pub., 2011.

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Book chapters on the topic "Teachers with impairments"

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Sadh, Amit. "Assistive Technology for Students with Visual Impairments: A Resource for Teachers, Parents, and Students." In Advances in Information Communication Technology and Computing, 543–56. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5421-6_52.

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Hsieh, Yu-Hsin, Mats Granlund, Ai-Wen Hwang, and Helena Hemmingsson. "Impact of Using an Eye-Gaze Technology by a Young Adult with Severe Cerebral Palsy Without Speech." In Lecture Notes in Computer Science, 347–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08648-9_40.

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AbstractThis case study explores an eye-gaze technology intervention for a young adult with severe physical and speech difficulties and visual impairments. Data were collected over a six-month intervention period encompassing measures on pupil’s occupational performance of computer activities and psychosocial impact, and interviews with the user, the parents, and the teacher on the technology acceptability. The results showed that the six-month intervention enhanced the pupil’s performance in three computer activities and led to a positive psychosocial impact. The parent and teacher described the intervention as appropriate to increase the pupil’s self-expression and interaction with others, and there was no adverse event during the study period. The pupil demonstrated motivation to use the eye-gaze technology after the intervention continuously. In conclusion, this study shows that a young adult with severe motor impairments and visual problems can benefit from using eye-gaze technology to increase participation in leisure activities, communication, and social interactions.
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Kobayashi, Makoto. "Educational Environment for Students with Visual Impairment in Computer Science Department at Japanese University." In The Routledge Handbook of Inclusive Education for Teacher Educators, 618–25. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003266068-45.

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Hathazi, Andrea, and Vassilios Argyropoulos. "The Role of Inclusive Teaching and Creating Learning Experiences for Children with Visual Impairments and Multiple Disabilities." In The Routledge Handbook of Inclusive Education for Teacher Educators, 538–50. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003266068-38.

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Cain, Melissa, and Melissa Fanshawe. "Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes." In Advances in Early Childhood and K-12 Education, 192–211. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch010.

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Thousands of students with vision impairment or blindness attend mainstream schools in Australia. Their experiences depend on multiple pertinent factors, including teachers' understanding of the legal requirements to abide by the inclusive education agenda, schools' understanding of the nature of vision impairments, and the challenges they present to learning. Educators' willingness to take on advice regarding adjustments to the curriculum, assessment, technology, and learning environment are also critical to success for such students. This chapter puts forward the voices of students with vision impairment or blindness to provide a picture of the types of alternative formats used in schools today, including braille and assistive technologies. The voices share how important it is for students to be included in all areas of their education to achieve a sense of belonging and acceptance affording them true inclusion. A list of practical recommendations to assist teachers encourage inclusion academically, socially, and physically is detailed in this chapter.
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"The Peripatetic/Advisory Teacher." In Visual Impairment, 402–11. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203387788-55.

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"The Special School Teacher." In Visual Impairment, 418–23. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203387788-57.

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"Case Study Analysis of a Consultative Service Delivery Model With Students With Speech or Language Impairments." In Advances in Early Childhood and K-12 Education, 299–323. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch010.

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This chapter examines the speech or language impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.
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"Competencies of Teachers of Children and Young People with a Visual Impairment." In Visual Impairment, 431–36. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203387788-60.

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"Health impairments." In The Effective Teacher's Guide to Sensory and Physical Impairments, 90–107. Routledge, 2010. http://dx.doi.org/10.4324/9780203834312-11.

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Conference papers on the topic "Teachers with impairments"

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Tarjiah, Indina. "The Planning of Learning Model for Students with Hearing Impairments in the Elementary School Inclusion." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.10.

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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Nigmatullina, Irina A. "Features Of Verbal Communication Of Primary School Students With Visual Impairment." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.44.

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Techateerawat, Piya. "Developing E-Learning System to Support Visual Impairment During Covid-19 Pandemic." In 10th International Conference on Natural Language Processing (NLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112331.

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E-learning is a common tool to support the education in variety of scenarios. As the education content can be prepared by the group of specialists, but the skilled teachers are limited in remote area. Also, the contents in most curriculum are planned to distribute to limited skilled people. The gap of education can be full-filled with E- learning system. However, the conventional E-learning is high cost system and not appropriated for rural area. Also, opensource system is complicated to implement and configure in dedicated curriculum. This research is proposed the customized design of E-learning system for supporting visual impaired student with dynamic design during Covid-19 pandemic. The limitation has challenged the research to sharing and testing among the stakeholders. The system is designed and implemented from actual requirements from teachers and students in university level. As a result, the result show student involvement and deliver more content and knowledge to the visual impaired students. The feedback from actual usage also is evaluated.
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Feklistova, Svetlana N. "Pedagogical Diagnostics of Auditory-Speech Development of Children with Hearing Impairment of Preschool Age: Methodology and Results." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0575.

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Farcas, Susana. "ADHD SYMPTOMS AS RISK FACTORS FOR ACADEMIC IMPAIRMENT. A TRANSYLVANIAN TEACHERS� PERSPECTIVE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s1.003.

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Horvathova, Ivana. "UNIVERSITY TEACHERS IN THE INCLUSIVE EDUCATION PROCESS OF STUDENTS WITH HEARING IMPAIRMENT." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.084.

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Maslahah, Sayidatul, Mumpuniarti Mumpuniarti, and Ishartiwi Ishartiwi. "The Needs of Functional Academic Teaching Materials for Special Education Teachers With Visual Impairment." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.013.

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Brigandi, Carla. "Vision Impairment Simulation Using Instructional Technology: Effects on Preservice Teachers' Achievement, Efficacy, Attitudes, and Interest." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435462.

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Papazafiri, Maria, and Vassilis Argyropoulos. "ASSISTIVE TECHNOLOGY AND SPECIAL EDUCATION TEACHERS: THE CASE OF STUDENTS WITH MULTIPLE DISABILITIES AND VISION IMPAIRMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1323.

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Reports on the topic "Teachers with impairments"

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6284.

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Whiteley, Teresa. The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing Impairment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6991.

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