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A National Survey of the Writing Instructional Practices of Teachers of Students with Visual Impairments

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Title: A National Survey of the Writing Instructional Practices of Teachers of Students with Visual Impairments
Language: English
Authors: Derek B. Rodgers (ORCID 0000-0001-8696-1758), Michael Hebert, Mackenzie E. Savaiano (ORCID 0000-0002-5205-5818), Natalie A. Koziol, Pamela Shanahan Bazis
Source: Journal of Special Education. 2024 58(3):150-160.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A190183
Document Type: Journal Articles
Reports - Research
Descriptors: Writing Instruction, Students with Disabilities, Teaching Methods, Visual Impairments, Blindness, Multiple Disabilities, Teacher Attitudes, Beliefs, Attitudes toward Disabilities, Writing Teachers, Teaching Experience, Teacher Education, Academic Accommodations (Disabilities), COVID-19, Pandemics, Writing Skills, Skill Development, Deaf Blind, Teacher Characteristics, Teacher Qualifications, Self Efficacy
DOI: 10.1177/00224669231226325
ISSN: 0022-4669
1538-4764
Abstract: Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of U.S. teachers of students with visual impairments (TSVIs) on several important constructs, including their preparation to teach writing; their beliefs, attitudes, and experiences about teaching writing; and the writing practices they use for students with various visual conditions. We received responses from 457 TSVIs. The results showed that TSVIs vary considerably in their preparation to teach writing and disagree as to whether writing instruction (above and beyond braille) is part of their responsibilities. Most TSVIs indicated that they believe writing to be important for their students with VI, and they reported using various writing practices in their instruction within different student groups.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1444979
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: A National Survey of the Writing Instructional Practices of Teachers of Students with Visual Impairments
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  Data: <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="%22Michael+Hebert%22">Michael Hebert</searchLink><br /><searchLink fieldCode="AR" term="%22Mackenzie+E%2E+Savaiano%22">Mackenzie E. Savaiano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5205-5818">0000-0002-5205-5818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalie+A%2E+Koziol%22">Natalie A. Koziol</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+Shanahan+Bazis%22">Pamela Shanahan Bazis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2024 58(3):150-160.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
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  Data: 11
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <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="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Disabilities%22">Multiple Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Teachers%22">Writing Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+Blind%22">Deaf Blind</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: 10.1177/00224669231226325
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of U.S. teachers of students with visual impairments (TSVIs) on several important constructs, including their preparation to teach writing; their beliefs, attitudes, and experiences about teaching writing; and the writing practices they use for students with various visual conditions. We received responses from 457 TSVIs. The results showed that TSVIs vary considerably in their preparation to teach writing and disagree as to whether writing instruction (above and beyond braille) is part of their responsibilities. Most TSVIs indicated that they believe writing to be important for their students with VI, and they reported using various writing practices in their instruction within different student groups.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2024
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  Data: EJ1444979
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444979
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        Value: 10.1177/00224669231226325
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 150
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Multiple Disabilities
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      – SubjectFull: Teacher Attitudes
        Type: general
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      – SubjectFull: Attitudes toward Disabilities
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      – SubjectFull: Writing Teachers
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      – SubjectFull: Self Efficacy
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      – TitleFull: A National Survey of the Writing Instructional Practices of Teachers of Students with Visual Impairments
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