Division on Visual Impairments

VIDBE-Q 67.2 Spring 2022

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 67 Issue 2 Research Question 2: TSVI's Beliefs about Writing Instruction When asked about their beliefs about responsibility for teaching writing, teachers responded on a five-point scale (1-definitely not, 2-probably not, 3-might or might not, 4-probably yes, 5-definitely yes). Teachers were divided on whether teaching writing was their responsibility (e.g., 18% reported 'definitely not'; 32% reported 'definitely yes'). See Figure 1. Research Question 3: Writing Modes and Practices Used When asked about the writing activities used with their students, TSVIs identified writing activities in three different categories: Writing skills (e.g., keyboarding, spelling, sentence writing, braille instruction), functional writing Table 1 Preparation to Teach Writing None (1) Minimal (2) Adequate (3) Extensive (4) Formal training during college 12% 42% 37% 8% Formal training after college (e.g., professional development) 18% 47% 30% 5% Completed on their own 9% 32% 48% 11% Note. n = 457

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