Faculty Perspectives on Accommodations for Students with Visual Impairments in Saudi Arabia

Autor/inn/en	Abed, Mohaned G.; Shackelford, Todd K.
Titel	Faculty Perspectives on Accommodations for Students with Visual Impairments in Saudi Arabia
Quelle	In: Journal of Visual Impairment & Blindness, 115 (2021) 3, S.242-250 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X211018886
Schlagwörter	Teacher Attitudes; Blindness; Academic Accommodations (Disabilities); Visual Impairments; College Students; College Faculty; Dropouts; Academic Failure; Teacher Student Relationship; Inclusion; Educational Practices; Teaching Methods; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Blindheit; Visual handicap; Sehbehinderung; Collegestudent; Fakultät; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Saudi-Arabien
Abstract	Students with visual impairments (i.e., blindness and low vision) encounter unique social and structural challenges in higher education. Students with visual impairments are less likely to graduate than are students who are not visually impaired. This disparity may be attributable, in part, to academic failures associated with challenges posed by lack of appropriate instructional and institutional support and to student withdrawal from university because of insufficient educational guidance. Faculty participation and support is crucial for developing appropriate accommodations to facilitate successful inclusive educational practices. The authors investigated Saudi university faculty perspectives on and perceptions (or misperceptions) of accommodations for students with visual impairments. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01