ERIC Number: EJ1054535
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 24
Functional Literacy for Students with Visual Impairments and Significant Cognitive Disabilities: The Perspective of Teachers of Students with Visual Impairments
Zebehazy, Kim T.
Research and Practice for Persons with Severe Disabilities, v39 n4 p259-273 Dec 2014
This study reports opinions and practices of teachers of students with visual impairments (TSVIs) in 34 states regarding functional literacy for students with visual impairments (VIs) and significant cognitive disabilities (SCDs). The survey asked TSVIs to select a definition of functional literacy, indicate agreement with a series of literacy statements for both students who use and do not use vision to access pictures and print, and list factors that contribute to successfully teaching functional literacy. Data from the survey returns were analyzed descriptively and McNemar's test of paired proportions and the Mann Whitney "U" test were conducted to investigate response differences for some items. A high level of agreement was evident overall, but teacher perspective differed when considering students who cannot visually access pictures or print. Some differences were also evident based on the functional literacy definition the respondents selected. Implications for teams working with students with VIs and SCDs in the area of literacy are discussed.
Descriptors: Functional Literacy, Visual Impairments, Mental Retardation, Teacher Attitudes, Reading Skills, Teacher Surveys, Definitions, Teaching Methods, Statistical Analysis, Tactual Perception, Literacy Education, Pictorial Stimuli, Auditory Stimuli, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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