Perceptions on the use of distance learning by families of children with visual impairment and deafblindness

Abstract

The purpose of our qualitative study was to explore what distance-based teaching and learning practices have been supportive to students with visual impairments and their families. Using purposive sampling, interviews, and qualitative analysis, we found that supportive approaches for distance learning (DL) included parental involvement and participation, as well as tailored instructional approaches and accommodations for the student. In some instances, DL was identified as being more supportive for immune-compromised children. Negative facets of the practice included diminished richness in socializing, and the lack of certain strengths of in-person education. Families’ experiences ranged from finding DL helpful, to considering the practice as unfit for their child’s education, as well as a poor fit for family life. Flags for future research include family preparation for future DL needs, including culturally-diverse families in research opportunities, and evaluating what DL supports lead to improved outcomes for children and families.

Inadequate Funding Impacts State DeafBlind Projects in the United States

“…These complexities lead to more needs for direct, child-specific technical assistance. Because most states and districts lack professional staff members who are focused on DeafBlindness, districts rely on the DeafBlind TA Network to help address educational needs (Parker et al, 2011). In addition to these child-specific needs, direct service providers also report needing assistance with teacher roles, credentialing and competencies with respect to DeafBlindness (Daley et al, 2018, p. 39; Lane et al, 2021; Malloy & Parker, 2014), and assistance with using assistive technology to improve access (Daley et al, 2018, p. 37).…”