Preparation of Teachers of Visually Impaired Students via Distance Education: Perceptions of Teachers

Cooper, Holly; Keefe, Charlotte Hendrick

doi:10.1177/0145482x0109500907

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…However, chronic shortages, especially in rural areas, spurred a move to distance education models, including the use of within-or across-state consortium agreements (DeMario & Heinze, 2001). Such programs have used combinations of Web-based instruction with interactive television and/or occasional face-to-face meetings in Colorado (Ferrell, Perschitte, Lowell, & Roberts, 2001), Michigan (Bruce & Hwang, 2001), California (Lueck, 2002), Utah (Day & Sebastian, 2002), Texas (Cooper & Keefe, 2001;Griffin-Shirely, Almon, & Kelley, 2002), and New York (Trief, Decker, & Ryan, 2004).…”

Section: Personnel Preparation In Vision Impairmentsmentioning

confidence: 99%

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Ludlow

Conner

Schechter

2005

Rural Special Education Quarterly

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The shortages of special education personnel are nowhere more severe than in low incidence disabilities in rural schools. This article presents the results of a national study that identified shortage estimates, state certification patterns, personnel preparation programs, and distance delivery mechanisms and examined relationships among these data to assess the state of shortages of special educators in the areas of vision impairments, hearing impairments, severe disabilities, and early intervention. The authors outline current issues and future trends in preparing personnel in low incidence disabilities for rural areas.

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Section: Personnel Preparation In Vision Impairmentsmentioning

confidence: 99%

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Ludlow

Conner

Schechter

2005

Rural Special Education Quarterly

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“…A study by McLinden et al (2006) examined problem-based learning in a distance education program for teachers of students with visual impairments. In another study, Cooper and Keefe (2001) described outcomes of distance education learning reported by 12 teachers, 10 of whom received certification to teach students with visual impairments through distance delivery. These 10 teachers reported general satisfaction with the program.…”

mentioning

confidence: 99%

A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments

Hong

Topor

Erin

2022

Journal of Visual Impairment & Blindness

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Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.

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“…The implementation of a distance learning model for preparing teachers of students with visual impairments is the direct result of a national shortage of such teachers and the limited accessibility of teacher preparation programs throughout the country (Cooper & Keefe, 2001). Although distance learning is not a new model of service delivery in the field of visual impairment, it is in a constant state of development and refinement as new technologies evolve.…”

mentioning

confidence: 99%

Student Satisfaction: A Distance Learning Model for Training Teachers of Students with Visual Impairments in New York State

Trief

Decker

Ryan

2004

Journal of Visual Impairment & Blindness

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Preparation of Teachers of Visually Impaired Students via Distance Education: Perceptions of Teachers

Cited by 5 publications

References 3 publications

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments

Student Satisfaction: A Distance Learning Model for Training Teachers of Students with Visual Impairments in New York State

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