Applying Response to Intervention to Identify Learning Disabilities in Students With Visual Impairments

Jones, Beth A.; Smith, Heather Haynes; Hensley-Maloney, Lauren; Gansle, Kristin A.

doi:10.1177/1053451215577475

Cited by 4 publications

(2 citation statements)

References 27 publications

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Section: Literature Reviewmentioning

confidence: 99%

“…For learners with visual impairment, learning difficulties have always been confused with visual impairment in cases where they coexist (Jones et al, 2015). Jones et al (2015) recommended that a teacher should undertake prior assessments to diagnose a learner's actual condition as that could help when selecting an appropriate instructional intervention strategy. Thus, effective classroom-based support can advance learners' competences that enable them to confidently exert greater effort to attain outcomes similar to those of their sighted peers (Jones et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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How Visually Impaired Learners Construct Opportunities to Learn Mathematics?

Matobako¹,

Jita²

2022

AJSE

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Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.

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Section: Literature Reviewmentioning

confidence: 99%