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Lessons Learned from a National Survey on Writing Instruction for Students with Visual Impairments

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Title: Lessons Learned from a National Survey on Writing Instruction for Students with Visual Impairments
Language: English
Authors: Pamela Shanahan Bazis (ORCID 0000-0002-7940-3843), Mackenzie Savaiano (ORCID 0000-0002-5205-5818), Michael Hebert (ORCID 0000-0003-4235-1266), Derek B. Rodgers (ORCID 0000-0001-8696-1758), Natalie Koziol (ORCID 0000-0003-3275-1776)
Source: Grantee Submission. 2022 (2):65-71.
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A190183
Document Type: Journal Articles
Reports - Research
Descriptors: National Surveys, Writing Instruction, Students with Disabilities, Visual Impairments, Teacher Surveys, Writing Teachers, Teaching Methods, Faculty Workload, Academic Accommodations (Disabilities), Writing Attitudes, Attitudes toward Disabilities, Teacher Expectations of Students, Faculty Development, Educational Trends, Writing Assignments, Self Efficacy, Instructional Effectiveness
Abstract: The purpose of this study was to build on the Nebraska study by conducting a national survey of Teachers of Students with Visual Impairments (TSVIs). The survey included questions about teacher preparation, beliefs about their role in supporting writing, the modes they report using with students, and the proportion of writing practices they use with different groups of students. Four-hundred and fifty-seven TSVIs from responded to the survey. More than 50% of TSVIs reported receiving minimal to no training to teach writing. TSVIs were divided over whether teaching writing was their responsibility, although they reported using writing activities with their students related to writing skills, functional writing, and higher-level writing. Results suggested that teachers with more confidence used writing more often with their students. Improving the confidence of TSVIs to teach writing may improve writing instruction for students with visual impairments.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Access URL: https://dvi.uberflip.com/i/1465739-vidbe-q-67-2-spring-2022/0
Accession Number: ED649901
Database: ERIC
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  Data: Lessons Learned from a National Survey on Writing Instruction for Students with Visual Impairments
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  Data: <searchLink fieldCode="AR" term="%22Pamela+Shanahan+Bazis%22">Pamela Shanahan Bazis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7940-3843">0000-0002-7940-3843</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mackenzie+Savaiano%22">Mackenzie Savaiano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5205-5818">0000-0002-5205-5818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Hebert%22">Michael Hebert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4235-1266">0000-0003-4235-1266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derek+B%2E+Rodgers%22">Derek B. Rodgers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8696-1758">0000-0001-8696-1758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalie+Koziol%22">Natalie Koziol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3275-1776">0000-0003-3275-1776</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2022 (2):65-71.
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  Data: 8
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  Data: 2022
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Teachers%22">Writing Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to build on the Nebraska study by conducting a national survey of Teachers of Students with Visual Impairments (TSVIs). The survey included questions about teacher preparation, beliefs about their role in supporting writing, the modes they report using with students, and the proportion of writing practices they use with different groups of students. Four-hundred and fifty-seven TSVIs from responded to the survey. More than 50% of TSVIs reported receiving minimal to no training to teach writing. TSVIs were divided over whether teaching writing was their responsibility, although they reported using writing activities with their students related to writing skills, functional writing, and higher-level writing. Results suggested that teachers with more confidence used writing more often with their students. Improving the confidence of TSVIs to teach writing may improve writing instruction for students with visual impairments.
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
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  Data: <link linkTarget="URL" linkTerm="https://dvi.uberflip.com/i/1465739-vidbe-q-67-2-spring-2022/0" linkWindow="_blank">http://dvi.uberflip.com/i/1465739-vidbe-q-67-2-spring-2022/0</link>
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 65
    Subjects:
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Writing Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Faculty Workload
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: Lessons Learned from a National Survey on Writing Instruction for Students with Visual Impairments
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            NameFull: Pamela Shanahan Bazis
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            NameFull: Mackenzie Savaiano
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            NameFull: Michael Hebert
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            NameFull: Derek B. Rodgers
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            NameFull: Natalie Koziol
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              Type: published
              Y: 2022
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              Value: 2
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            – TitleFull: Grantee Submission
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