VIDBE-Q Volume 67 Issue 3
studying, planning for larger projects, and keeping track of their materials
(Jefferson et al., 2006).
Supporting EF skill development is an important consideration for teachers
when designing their instruction. Many students struggle with EF development,
particularly if they have identified special needs (Anderson, 2002). Students with
visual impairments (VI) may be especially at risk, due to differences in how they
learn and adults' reactions to these differences (Cavézian et al., 2013). It is also
possible that the development of EF in sighted children is connected to their visual
processing (Colombo, 2001; Kravtiz et al., 2011; Richards et al., 2010), meaning
the developmental trajectory for EF in students with VI may yet be even more
unique. However, little is currently known about the EF skills of students with VI.
Few studies have been conducted with this population, with differences between
sighted students and students with VI emerging on few of the direct EF tasks
(Bathelt et al., 2018; Greenaway et al., 2017; Tadic, et al., 2009). More frequently,
differences emerge between these two groups on parent ratings of daily executive
functioning, with greater concerns identified by parents of students with VI
(Bathelt et al., 2018; Greenaway et al., 2017; Heyl & Hintermair, 2015).
Unfortunately, the measurement of EF is limited in students with VI, due to most
EF tasks relying heavily on visual stimuli. In addition, even those tasks and rating
forms that can be completed about students with VI do not account for possible
