VIDBE-Q Volume 66 Issue 1
however, given the demographic similarities between blind and visually impaired
students and the general education population, CRP deserves greater attention in
the field of blindness and visual impairment education.
Although there is some research on culturally competent services with blind
and visually impaired students (Conroy, 2005; Correa-Torres & Durando, 2011;
Knowlton, 1997; Milian, 1999, 2001), widespread and comprehensive integration
of CRP into teacher preparation and professional development for VI professionals
remains elusive. Yet, the need for CRP teaching approaches that decenter
traditional, European, middle-class norms and expectations around teaching,
learning, and knowing is intensified by the glaring racial and ethnic differences
between TVIs and O&Ms, who are overwhelmingly white (Correa-Torres &
Durando, 2011), and the blind and visually impaired student population.
Furthermore, there are some data that point to racial disparities in reading
achievement and comprehension among blind and visually impaired children
(Blackorby et al., 2007). The integration of CRP into VI professional practice can
provide a powerful framework for promoting increased opportunities for success
among students from historically underperforming racial and ethnic groups.
