VIDBE-Q Volume 67 Issue 2
Research Question 4: Do TSVI beliefs predict functional writing practices
used?
We used logistic regression to predict teachers' functional writing practices
by their beliefs about writing. Results suggested that teachers with higher self-
efficacy included writing practices more often with all types of students (i.e.,
totally blind, low vision, deafblind, or multiple disabilities). In addition, if teachers
who believed writing instruction was their responsibility who valued collaboration
were both more likely to use more functional writing practices with all students
except students who are deafblind. Years of teaching experience, beliefs about the
value of teaching writing, and preparation to teach writing were not significant
predictors of how many functional writing practices teachers used.
Conclusions
Whether or not writing instruction is the responsibility of the TSVI is an
issue that needs to be further explored. If our goal is to improve writing instruction
for students with VI, it appears that improving TSVI's self-efficacy for teaching
writing may be beneficial. Although preparation was not predictive of functional
writing activities, this may be because teachers had only moderate amount of
preparation overall. Finally, we need to explore ways to increase the amount of
writing for students with deafblindness or multiple disabilities. Results related to
other writing practices will be shared in future manuscripts.
