Personnel Preparation Programs Research Articles

Non-visual teaching skills and strategies orientation and mobility instructors who are blind use to ensure the safety of the students with visual impairment

In this qualitative study, three participants were observed and recorded while teaching in a variety of environments. The purpose of this study was to confirm the findings of the interviews and to learn more about these non-visual teaching skills and strategies. Using an observation checklist, the research team met on a weekly basis to view and code the recordings from January to April 2022. Member checks were completed by all participants via Zoom meetings. The participants were three males who were visually impaired employed at rehabilitation centers for individuals with low vision/blindness. Four themes emerged from the analysis of the observation data: auditory monitoring, tactile monitoring, instructor positioning, and Structured Discovery Cane Travel (SDCT®). The results of this study demonstrate the connection between the current study and the previous three studies completed by the research team. It is evident that the participants engaged in different strategies to monitor safety and promote independent travel for their students. Non-visual skills were an important component for SDCT that all participants utilized. The findings of this study can be used by university faculty from orientation and mobility (O&M) personnel preparation programs as a resource when they have students with visual impairment in blindfold/simulation cane courses. This research also supported faculty to identify best teaching practices among all programs and to integrate these practices into their curricula to strengthen their programs. For success in life, teachers of students with visual impairment and O&M instructors need to promote self-advocacy.

“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators

ABSTRACTA critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.

Teaching Strategies and Nonvisual Skills Used by Orientation and Mobility Specialists Who Are Visually Impaired

Introduction: To better serve students with visual impairments who are enrolled in personnel preparation programs training orientation and mobility (O&M) specialists, faculty should be aware of effective teaching strategies, tools, and resources to use. In this context, it is vital that instructors in personnel preparation programs for O&M specialists to understand how to best serve students with visual impairments. Two prior studies have addressed this need. This study sought to establish what techniques and teaching strategies O&M instructors who are visually impaired use when teaching students O&M skills to ensure their safety. Methods: This study used a qualitative research design using a case study approach to explore the teaching strategies, nonvisual skills, and accommodations that O&M instructors who are visually impaired use when teaching O&M lessons to their students. Eight participants with visual impairments who are O&M instructors were interviewed for this study. Results: The themes that emerged from the interviews included structured discovery learning and philosophy, monitoring and teaching strategies, equipment and materials, and accommodations. These findings played a vital role when instructors with visual impairments provided O&M lessons to students who are visually impaired. Discussion: This research confirms and adds to the previous research regarding instructional strategies, equipment and materials, and accommodations utilized by O&M instructors who are visually impaired. Additionally, further information was provided concerning instructional strategies (e.g., structured discovery learning and philosophy, monitoring). Implications for Practitioners: The results reported in this study can serve as guidelines for O&M personnel preparation program faculty who are teaching students with visual impairments in their blindfold or simulation cane courses. This study can also be used as a reference for students with visual impairments to advocate for accommodations with their university's office of students with disabilities to be successful in an O&M personnel preparation program.

Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training

Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor’s or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license ( n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term.

Accreditation of Higher Education Professional Preparation Programs in Visual Impairment

AbstractOver the years, accreditation of higher education personnel preparation programs in the United States has undergone much change (Brittingham, 2009). This phenomenon has been paralleled by a similar process within the disciplines relating to visual impairment. During the past 5 decades, higher education programs preparing practitioners in the field of visual impairment have relied upon the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) program approval process that was administered by the AER (Wiener & Siffermann, 2010). In an attempt to ensure the quality of personnel preparation programs, practitioners within the disciplinary groups of AER took responsibility for reviewing the content and administration of these programs. These included orientation and mobility, vision rehabilitation therapy, teachers of students with visual impairment, low vision therapy, and recently, assistive technology. In 2018, the AER membership approved an amendment to the AER bylaws that established the AER Accreditation Council (AERAC) and gave it legal and functioning authority as an independent accreditation body (AER, 2021a). The AER program approval process for higher education programs was revised and upgraded to become a full accreditation program under the auspices of the AERAC (AER, n.d.). This article describes the evolution of the accreditation program within the national context, documents the history of accreditation within the field of visual impairment, and explores the relationship between accreditation and certification.

Literary Braille Instruction: A Review of University Personnel Preparation Programs

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.

Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field

With schools under intense pressure to deliver high-quality instruction during the Coronavirus (COVID-19) pandemic, education in the 2020–2021 school year was different than typical, especially for students with disabilities including those who are visually impaired (VI). Schools all over the world struggled to figure out the best ways to provide services for students and meet their needs, from fully online learning to hybrid education and in-person school. The purpose of this qualitative study was to understand the experiences of professionals who work with students with VI during the early days of the COVID-19 pandemic. Fifteen educators of students with VI participated in this study. Participants were asked to share their experiences when providing services to students who are VI during the first 9 months of the COVID-19 pandemic. Findings for this study identified four major themes as follows: (1) changes in delivery of services; (2) challenges in teaching and learning; (3) opportunities for teaching and learning; and (4) learnings to apply in the future. Recommendations for professionals working with students who are VI highlighting the importance of professional development training on technologies and maintaining strong connection with families will be discussed. Suggestions for personnel preparation programs and school districts on how to support pre-service and in-service educators of students with VI will also be addressed.

A Mixed Design Evaluation of an Interdisciplinary Transition Graduate Program

The authors describe the implementation and impact of a graduate-level transition personnel preparation program for transition specialists. This program was based on the Council for Exceptional Children (CEC) standards for transition specialists. Over 200 special educators were prepared in a 2-year part-time graduate program where interdisciplinary, practice-based preparation was provided. Participants completed five courses and one practicum designed to prepare them to meet the standards for transition specialists. Competency ratings significantly improved after program completion. Focus group responses suggested that the program design had features that had major impact on the areas of policy, collaboration, and leadership. Collaboration and interdisciplinary activities emphasizing the roles of transition professionals were described throughout the article, showing how transition specialists, career/technical educators, and rehabilitation counselors are mutually supportive of youth with disabilities achieving postschool goals. The authors recommended further research on how this kind of preparation might be disseminated and replicated.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use When Providing Orientation and Mobility Services

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percent of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

Positioning Practices of Orientation and Mobility Specialists When Teaching Street Crossings: Is There a Standard Approach?

Introduction: An important skill for orientation and mobility (O&M) specialists to have is to monitor clients appropriately when they are learning to cross intersections. Techniques books provide some suggestions for positioning during street crossings, but no research has been conducted about consensus or priorities for making appropriate decisions on positioning. The purpose of this study was to investigate general positioning decisions using visual monitoring techniques. Method: A total of 234 participants (practicing O&M specialists, preservice O&M students, and O&M university personnel) completed a 40-question survey. The survey included demographic questions, diagrams of intersections that participants used to select positioning locations, questions about lanes of threat, and questions about important factors to consider when positioning to monitor safety. Commonality of selections were analyzed and compared with demographic information. Results: The greatest consensus was found for all intersection types when the client is positioned on the corner waiting to cross and for identification of the first lane of threat. More variable position selections were made for monitoring during the crossings, and the second and third lane of threat selections were also more variable. Factors respondents indicated as most important to consider when positioning aligned with their positioning choices overall. Discussion: Personnel preparation programs may want to consider to what extent they teach considerations for positioning before and during crossings, and whether the predominant tendency to put oneself between the client and traffic warrants additional conversation. Future research should look at more complex intersections and the additional nuances used to make positioning choices. Implications for practitioners: Practitioners should reflect on whether they actively change their positioning decisions based on the situation and type of intersection versus tending to use a standard strategy.

Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.

Developing pre-service O&M specialists’ reflective practices to improve problem-solving opportunities during instruction

The ability of instructors to promote problem-solving abilities is an important pedagogical skill. Providing well-planned problem-solving opportunities is especially vital in orientation and mobility (O&M) lessons. During personnel preparation programs, pre-service O&M specialists would benefit from developing a keen awareness of how well they encourage problem-solving in their instruction. This mixed-methods study reports on a process in which nine pre-service O&M specialists engaged during their blindfold techniques course. Each participant taught two lessons to a peer in their course, engaging in a retroactive think-aloud after each lesson. The process focused participants on the types of questions they asked to promote thinking and engaged them in reflection on how well the lesson met their intended objectives. Results indicated qualitative benefits noted by the participants of engaging in the process and also highlighted a need for further work with pre-service O&M specialists on question asking and allowing problem-solving and thinking opportunities during basic lessons.

Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs

The needs of students who are deafblind are unique in that it is not simply the addition of vision loss and hearing loss but the impact of both together. Often times, professionals who work with students who are deafblind face challenges for which they may not be prepared. The purpose of this study was to identify priorities for university programs preparing educators of students who are deafblind in the United States. A total of 205 educators participated in this study. Participants were asked to complete an electronic survey to answer questions related to demographics, professional background, and to rank items related to educational practices and needs when teaching students who are deafblind, from highest to lowest priority. Participants were recruited through electronic announcements sent to major professional organizations in the fields of visual impairments, deafness, and deafblindness. The top three priorities identified by participants when working with students with deafblindness were the following: (a) understanding the unique needs of students, (b) teaching techniques effective with students who are deafblind, and (c) accessibility to resources. Recommendations for personnel preparation programs will be discussed.

The Orientation and Mobility Specialist and Braille: Point–Counter Point Arguments for and Against the Need for the Knowledge of Braille

Introduction: Few academic discussions are more contentious in the field of orientation and mobility than the notion of whether or not O&M specialists need to know braille. To help answer this question, we developed a survey. Methods: An online survey instrument was distributed through O&M electronic discussion groups. The survey included a demographic section, a section concerning the use of braille for instructional purposes, questions about the importance of braille in the training and certification of O&M specialists, the level of knowledge of braille required, and whether or not respondents considered braille an essential job function. Results: Most participants ( n = 108) believed or strongly believed that braille should be a separate course in personnel preparation programs and should be required for O&M personnel preparation programs accredited by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER). Slightly less than half (42%) of respondents believed or strongly believed that braille should be required for Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) certification in O&M ( n = 80; 22 respondents were undecided). Discussion: The field of visual impairment (i.e., blindness or low vision) needs to examine closely the amount of time, number of personnel required, and financial cost of pursuing braille as a competency for O&M specialists. Personnel costs may include additional resources to assist ACVREP in changing its requirements to include braille and the revision of the examination to reflect this new requirement, universities in hiring faculty to develop new programs of study to include coursework involving braille, and AER’s Higher Education Accreditation Commission in changing the AER University Review Accreditation Curricular Standards: Orientation and Mobility Specialists. Implications for practitioners: This study provided a snapshot of what a group ( N = 189) of vision professionals believe regarding the importance of braille in O&M—141 of that group were certified in O&M; the remainder identified themselves as having multiple certifications. Further research is needed, especially including more representation of rehabilitation professionals, to obtain more input concerning this controversial topic.

Job-Task Analysis of Vision Rehabilitation Therapists

Introduction: One way to understand a profession is to examine the job tasks undertaken by professionals within the field. The profession of vision rehabilitation therapy is examined by finding the frequency at which 100 specific job tasks are performed on average by current vision rehabilitation therapists (VRTs). Fifty-one of the job task frequencies are compared to 1989 frequencies for changes across the last 28 years. Methods: An anonymous online survey was carried out with current and recently retired VRTs. Participants were asked to rate the frequency at which they perform 100 specific job tasks and 13 demographic questions. Results: One hundred eighty-nine practitioners completed the survey. Mean frequencies for the 100 job tasks fell between a low of 1.08 (slightly above “do not perform the task”) for “writes grants for funding of agency services” and a high of 5.51 (above “perform 4 or 5 times a week”) for “writes case notes and reports for documentation.” Half of the 51 comparable job tasks indicated statistically significant changes in frequency across the 28-year period. Discussion: Statistically significant changes in job task frequencies occurred across job roles of teaching, case management, and professional or administrative activities, indicating that many aspects of the therapist’s job have changed. Individualized teaching remains a common aspect of the job, personalizing the skills taught and the teaching methods, for the individual client. VRTs are less frequently providing consultation to medical and community organizations. Implications for practitioners: The results presented provide an understanding of current job tasks of a practicing VRT. Understanding the changing trends of job tasks may inform university personnel preparation programs to better prepare students for employment demands. Decreasing community outreach may negatively affect the visibility of blind rehabilitation services and inadvertently affect referrals for vision rehabilitation therapy services.

Examining the quality of a personnel preparation program in EI/ECSE through systematic syllabi review

Examining the quality of a personnel preparation program in EI/ECSE through systematic syllabi review

Preparation of Orientation and Mobility Specialist Students Who are Blind and Have Low Vision: Survey of Faculty Who Teach Blindfold and Simulation Cane Courses

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are enrolled in blindfold and simulation cane courses (hereafter, cane courses). Cane courses are used to teach the techniques of independent cane travel, and they require total visual occlusion using blindfolds as well as simulated low vision using goggles that depict different visual acuities and field losses. Methods: This study surveyed personnel preparation programs training O&M specialists with an online questionnaire with open-ended items to identify the program’s required accommodations, teaching techniques, and resources needed to teach visually impaired students who are enrolled in cane courses. The survey was e-mailed to 22 universities in North America, which have personnel preparation programs for O&M specialists and asked for responses from individuals who teach cane courses. Descriptive statistics were used to analyze the survey data. Results: Results showed that the format of the cane courses was varied, a variety of accommodations and teaching strategies were used, and the universities’ office of disabled students generally did not know how to accommodate these courses. Discussion: A need exists for a student who is visually impaired to be an experienced traveler and to be knowledgeable about what accommodations and strategies he or she will use when they need to teach a fellow student during a cane course. Visually impaired students must be able to monitor the safety of their peers as well as the changing dynamics of the environment in which they are working. Implication for practitioners: To effectively teach visually impaired students who are enrolled in cane courses, university faculty teaching these courses could request prospective visually impaired students to provide documentation regarding their travel skills prior to acceptance into a personnel preparation program in O&M. In addition, students with visual impairments need to discuss with their universities’ office of disabled students and legal counsel what reasonable accommodations are relevant for visually impaired students enrolled in the cane courses and what accommodations they believe the universities are committed to providing these students.

Accommodation Needs for Teachers Who are Blind and Teach Students with Visual Impairments

Introduction: This study was intended to explore and identify the experiences and perceptions of teachers of students with visual impairments who are blind concerning their accommodation needs and to establish their opinions on what improvements can be made. Method: A qualitative case study design was used and was collected through interviews, observations, and documents. Participants were four teachers who are blind who taught students with visual impairments in mainstream public and specialized residential schools in the United States. Within-case and cross-case levels of data analysis were used to generate and compare the themes that emerged. Results: The results illuminated accommodation issues for the teachers in the areas of family support, strategies the teachers use, challenges in their workplaces, and suggestions regarding possible improvements. Discussion: This study generated answers to the pertinent research questions. The study has revealed that the participants use different types and forms of accommodations to accomplish tasks. Some accommodations used include computer technology, assistive devices, and sighted assistants. However, the participants expressed that access to these accommodations are not consistent for all individuals who are blind. The participants also identified the accommodation challenges that are related to their blindness and provided suggestions for possible improvements. Implications for practitioners: Teachers of students with visual impairments who are blind need to be self-advocates in their personnel preparation programs and in their workplaces concerning the accommodations they need to accomplish job tasks.

Pre­service special educators’ perceptions about collaboration with general educators in Korea: Implications for personnel preparation programs

Pre­service special educators’ perceptions about collaboration with general educators in Korea: Implications for personnel preparation programs

Training early childhood professionals using an interprofessional practice field experience

Abstract The preparation of early childhood professionals to work with children with disabilities and their families traditionally has taken place in the classroom setting. However, changes in legal requirements (i.e. Individuals with Disabilities Education and Improvement Act) and student demographics have required personnel preparation programs to redesign the field experiences that students partake in to connect content, pedagogy, and disposition. Given the complexity of working with children with disabilities and their families, preparing early childhood professionals to work with these children and families within an interdisciplinary context is needed. Partnering with a medical clinic that specifically serves children with disabilities and their families is one way to provide a valuable field experience for preservice early childhood professionals. This article presents the Comprehensive Multidisciplinary Service (CMS) clinic experience in which preservice early childhood educators participated. Findings indicate that preservice teachers participating in this field experience gain a broader understanding of partnering with families and professionals across disciplines, and a deeper understanding of disability from a family's perspective. Thus, the article demonstrates the need for preservice professionals to receive training in nontraditional field experiences to better serve children with disabilities and their families.