Personnel Preparation in Visual Impairment

Bozeman, Laura; Zebehazy, Kim T.

doi:10.4324/9780203817032.ch21

Cited by 2 publications

(4 citation statements)

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“…Although vision impairment is a lowincidence disability, the number of children with vision loss has increased in recent years (Rahi, Cumberland, & Peckham, 2010). Concurrently, the number of individual states supporting low-incidence preservice teacher training programs in vision impairment has decreased, expanding the need for qualified professionals in visual impairment (Ambrose-Zaken & Bozeman, 2010;Bozeman & Zebehazy, 2014;Ferrell, 2007;Walker & Bozeman, 2002).…”

Section: Future Perspectivesmentioning

confidence: 99%

“…The NPTP study covered the two-year period from 1997 to 1999, and it determined that a minimum of 5,000 additional teachers of visually impaired students and 10,000 additional O&M specialists were needed to meet the need in the United States at the time. In 2007, Ferrell reported that university programs were preparing approximately 250 vision professionals per year, which was still not enough to meet the need, and this requisite remained a theme to be addressed (Ambrose-Zaken & Bozeman, 2010;Bozeman & Zebehazy, 2014;Ferrell, 2007).…”

Section: Nptp Recommendations and The Northeast Resource Center And V...mentioning

confidence: 99%

“…Certainly, university preparation is the foundation for effective teachers. For aspiring teachers in the vision profession, access to personnel preparation programs can be a challenge (Ambrose-Zaken & Bozeman, 2010;Bozeman & Zebehazy, 2014).…”

mentioning

confidence: 99%

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Personnel Preparation in Visual Impairment: A Responsive, Individualized Model

Bozeman

Brusegaard

McCulley

2018

Journal of Visual Impairment & Blindness

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Section: Future Perspectivesmentioning

confidence: 99%

Section: Nptp Recommendations and The Northeast Resource Center And V...mentioning

confidence: 99%

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Personnel Preparation in Visual Impairment: A Responsive, Individualized Model

Bozeman

Brusegaard

McCulley

2018

Journal of Visual Impairment & Blindness

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“…Certification requirements, in-service training and practice, and braille teaching and learning resources have also been regularly discussed issues in the field of visual impairment (Howley et al, 2017; Rosenblum et al, 2010). A challenge for braille literacy teacher preparation has been consistency in expected minimum competencies across programs (Amato, 2002; Bozeman & Zebehazy, 2014; Rosenblum et al, 2010). Online instruction, program standards, and new teacher competencies, including learning resources and level of accuracy, have been critical issues in preservice teacher training.…”

mentioning

confidence: 99%

Literary Braille Instruction: A Review of University Personnel Preparation Programs

Farrand

Koehler

Vasquez

2022

Journal of Visual Impairment & Blindness

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Introduction: Braille literacy for students who are visually impaired (i.e., those who are blind or have low vision) can be a critical component for school and postsecondary transition success. This survey study was a modified replication of previous studies that examined the instruction of literary braille in university preparation programs for professionals who work with students with visual impairments. Methods: Nineteen university instructors of literary braille responded to a survey about instructional formats, books, and tools, as well as assessment issues, such as test formats, scoring, and requirements for demonstrating proficiency. Results: Survey responses indicated that some instructional strategies at the university level have remained the same over the last 20 years, but there are also some changes. Most notably, updated books and resources are being used and instructors represent the same demographic group, Caucasian females over 45 years old. But, the level of experience has substantially dropped and there has been a shift to increased online learning. All programs indicated focusing instruction on Unified English Braille (UEB) code. Discussion: Prior concerns about the challenges of teaching UEB have been somewhat satisfied. Proficiency exams are now required by programs, which could contribute to better prepare teachers for students with visual impairments. Implications for Practitioners: The shift to online learning affects practice. The use of braille simulation software might alter the way practitioners think about erasures. In preparing for distance learning, instructors must consider how to make courses accessible, rigorous, and of high quality. Although university braille proficiency exams should continue to be used to evaluate the skills of future professionals, educators might advocate for tests at the state or province level prior to licensure and common standards for minimal competency.

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Personnel Preparation in Visual Impairment

Cited by 2 publications

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Personnel Preparation in Visual Impairment: A Responsive, Individualized Model

Personnel Preparation in Visual Impairment: A Responsive, Individualized Model

Literary Braille Instruction: A Review of University Personnel Preparation Programs

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