Teaching Strategies and Nonvisual Skills Used by Orientation and Mobility Specialists Who Are Visually Impaired

Autor/inn/en	Griffin-Shirley, Nora; Bozeman, Laura; Okungu, Phoebe; Ihenagwam, Chinomso; Nguyen, The
Titel	Teaching Strategies and Nonvisual Skills Used by Orientation and Mobility Specialists Who Are Visually Impaired
Quelle	In: Journal of Visual Impairment & Blindness, 117 (2023) 1, S.40-49 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221150013
Schlagwörter	Students with Disabilities; Visual Impairments; Visually Impaired Mobility; Teaching Methods; Student Needs; Teacher Competencies; Skill Development; Specialists; College Faculty; Accessibility (for Disabled); Blindness; Assistive Technology; Travel Training + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Kompetenzentwicklung; Qualifikationsentwicklung; Fakultät; Accessibility; Zugänglichkeit; Blindheit
Abstract	Introduction: To better serve students with visual impairments who are enrolled in personnel preparation programs training orientation and mobility (O&M) specialists, faculty should be aware of effective teaching strategies, tools, and resources to use. In this context, it is vital that instructors in personnel preparation programs for O&M specialists to understand how to best serve students with visual impairments. Two prior studies have addressed this need. This study sought to establish what techniques and teaching strategies O&M instructors who are visually impaired use when teaching students O&M skills to ensure their safety. Methods: This study used a qualitative research design using a case study approach to explore the teaching strategies, nonvisual skills, and accommodations that O&M instructors who are visually impaired use when teaching O&M lessons to their students. Eight participants with visual impairments who are O&M instructors were interviewed for this study. Results: The themes that emerged from the interviews included structured discovery learning and philosophy, monitoring and teaching strategies, equipment and materials, and accommodations. These findings played a vital role when instructors with visual impairments provided O&M lessons to students who are visually impaired. Discussion: This research confirms and adds to the previous research regarding instructional strategies, equipment and materials, and accommodations utilized by O&M instructors who are visually impaired. Additionally, further information was provided concerning instructional strategies (e.g., structured discovery learning and philosophy, monitoring). Implications for Practitioners: The results reported in this study can serve as guidelines for O&M personnel preparation program faculty who are teaching students with visual impairments in their blindfold or simulation cane courses. This study can also be used as a reference for students with visual impairments to advocate for accommodations with their university's office of students with disabilities to be successful in an O&M personnel preparation program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01