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Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments. [ABSTRACT FROM AUTHOR]

This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments. [ABSTRACT FROM AUTHOR]

English language learners with visual impairments (ELLVIs) are a low incidence population with unique learning needs. The purpose of this review was to identify the existing literature specifically examining ELLVIs. As no literature review examining ELLVIs could be located, this review synthesizes what we know about the population and provides a starting point for future research. The authors reviewed all titles found across four databases (n = 658 articles) and included only articles addressing English language learners with visual impairments in educational contexts. A total of 24 articles were included in the review. The following four themes emerged: assessment, family perceptions, teacher perceptions, and instructional strategies. Findings are discussed generally and by theme. Assessment reports revealed common accommodations for English language proficiency tests, but decision-making criteria for whether ELLVIs participated in assessments were unclear. Parent/guardian perceptions largely revealed dissatisfaction with school communication. Teacher perception studies revealed a need for more training and support. Common instructional strategies were identified by researchers and teachers in the field, but only one article examined instructional strategies experimentally. Therefore, there is limited evidence of the efficacy of any particular instructional strategy. Analyzing the research, the results show the majority has been conducted by the same research teams. More research needs to be conducted across all themes. Commonly accepted/validated assessment accommodations are discussed, allowing practitioners to identify which accommodations they might be able to implement. In addition, this review alerts practitioners to common parental concerns. This review also uncovers commonly used instructional strategies although these are not necessarily research based within the population. Commonly used instructional strategies are discussed, which, although not evidence-based, identifies potential areas for future research. [ABSTRACT FROM AUTHOR]

Currently, there is a great need for inclusive practices and materials for visually impaired students (SVIs), especially from Biology. Thus, we developed two-dimensional (2D) and three-dimensional (3D) didactic models about cytology as well as a modeling-clay-based evaluation method. The two-dimensional tactile atlas included the representation of organelles with an explanatory text in two formats (written and Braille), whereas the 3D human cell model was made with a colorful polymer clay pasta. These models were tested by students of public schools, with and without visual impairment as well as by teachers of science/biology. Their perceptions were analyzed by using questionnaires, whereas the modeling clay-based evaluation method was used with the SVIs to identify their level of understanding about the cellular structures presented to them. According to all participants including SVIs, both materials facilitated the understanding of cell organelles. Interestingly, the modeling clay-based evaluation method confirmed that this blind audience could see (distinguish) as many details as those who have no visual impairment. Our results strengthen the fact that this blind public depends on the accessibility level that, apparently, is offered by our 2D and 3D models to them. In agreement with that conclusion, all teachers pointed this strategy as helpful to this public especially during teaching these overly complex topics. [ABSTRACT FROM AUTHOR]

Mindful of the assertion that children with vision impairment (VI) are three times more likely than their peers to develop a mental health problem, this study aimed to identify practitioner-perceived priorities in supporting the emotional well-being of visually impaired children, via eliciting self-reported explorations of professional practice and experiences of Qualified Teacher of Children and Young People with Vision Impairment (QTVI). Using a focus group-based interviewing technique with QTVIs from a single peripatetic VI advisory service in England, the study found that despite evident good practice, the QTVIs could feel inhibited by a lack of confidence in their ability to deliver adequate and appropriate intervention. This stems from a perceived lack of knowledge of resources available, a feeling of 'reinventing the wheel' and 'bolting on' to existing generic materials to try to improve their relevance to VI, and also an uncertainty regarding ownership of delivery of such interventions. QTVIs demonstrated clear willingness to support the emotional well-being of pupils on their caseload, but expressed a desire for more professional training, a clearer understanding of the breadth of the QTVI role, and a centralisation of knowledge and resources pertaining to emotional well-being. Therefore, this article recommends the development of resources for sharing good practice, as well as encouraging the VI educational sector to provide additional continuing professional development opportunities, and also potentially a review of the course specification of the Mandatory Qualification for Vision Impairment Teaching in England. [ABSTRACT FROM AUTHOR]

Orientation and Mobility is a specialist field of knowledge, skills, and understandings specific to people with visual impairment. Blending traditional and developmental disability-specific eruditions, Orientation and Mobility focuses on the sensory, spatial, perceptual, and environmental concepts and skills for people with visual impairment. Linked to well-being, social participation, employment, and self-determination, Orientation and Mobility, therefore, is the cornerstone of equity and access for people with visual impairment. Despite this, there is little explicit discussion about the dominant discourses prevalent within the professional field of Orientation and Mobility. Drawing on theories of paradigms and grand narratives, a critical review of the dominant discourse on Orientation and Mobility learning and teaching was undertaken. The aim of this critical literature review was to identify 'if and how' the privileging of important intellectual traditions guides the professional field of Orientation and Mobility. Results confirmed that there is a consistent philosophical world view underlying much of the activity in Orientation and Mobility research. This paradigm of Orientation and Mobility professional attitudes, perspectives, and interests impedes a shared commitment to studying and improving the fundamentals of Orientation and Mobility learning and teaching. An important finding of this review was the effect that gaps in research and literature have on the future profession and perception of Orientation and Mobility. Alternative discourses to the traditional Orientation and Mobility learning and teaching are considered and discussed in terms of the longevity and growth of the Orientation and Mobility professional field. [ABSTRACT FROM AUTHOR]