Adequacy of the Regular Early Education Classroom Environment for Students With Visual Impairment

Abstract

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.

Including Children with Visual Impairments in the Early Childhood Classroom

“…An inclusive educational classroom refers to a learning environment where the academic, physical, and social needs of all learners, including those with disabilities, are addressed within one comprehensive setting [1,2]. The practice of inclusive education-or inclusion-within general education classrooms is becoming more prevalent within early childhood settings [3][4][5].…”

“…The practice of inclusive education-or inclusion-within general education classrooms is becoming more prevalent within early childhood settings [3][4][5]. With this increase in practice, early childhood educators routinely encounter and teach students who have a range of special needs within regular classroom settings; however, parents of children served within these inclusive settings report that quality of inclusion can vary greatly among schools and individual service providers within school settings [1]. Due to the fact that the United States exemplifies one of the most comprehensive systems of special education in the world [6], highlights of this system and associated laws are noted throughout this chapter as an example for all readers who are interested in special education services.…”

Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education

“…The next important conclusion is that teachers do not feel competent and self-confident to teach students with special needs and are negatively or neutrally oriented. Teachers' attitudes also differ regarding the type of special needs (Brown, Packer & Passmore, 2013;Kef, 2002;Koutrouba, Vamvakari & Steliou, 2006;Lieberman, Houston-Wilson & Kozub, 2002;Wall, 2002;etc. ): because of the low incidence of visual impairments, teachers are less experienced in teaching students with this type of disability.…”

“…): because of the low incidence of visual impairments, teachers are less experienced in teaching students with this type of disability. Consequently, we can expect them to have more irrational beliefs, fears, and dilemmas about teaching students with visual impairments than about working with other groups of children with special needs (Brown et al, 2013;Kef, 2002;Koutrouba et al, 2006;Lieberman et al, 2002;Wall, 2002;Žolgar Jerković & Kermauner, 2006). As researchers (Ajuwon, Lechtenberger, Griffin-Shirley, Sokolosky, Zhou, & Mullins, 2012;Forlin, & Chambers, 2011;Sharma, Forlin, Loreman & Earle, 2006;Pearson, 2009;Symeonidou & Phtiaka, 2009;etc.…”

Physical Educators’ Efficacy in Utilising Paraprofessionals in an Inclusive Setting

“…Although there are numerous inputs in quality teaching experiences, teachers' efficacy levels are predictors (Guo, Piasta, Justice, & Kaderavek, 2010). Teachers' self-efficacy related to inclusivity pedagogy is one structural barrier that can impinge on successful educational experiences for SwD (Brown, Packer, & Passmore, 2013). To date, the success or otherwise of inclusivity in HPE has been relatively undocumented for Australia schools.…”