VIDBE-Q 2026 Volume 71 Issue 2
To answer these questions, we created a survey comprised of three sections.
The first section consisted of demographic and contextual questions first written
and used by Rosenblum et al. (2020) and analyzed again in Zebehazy et al. (2023).
The second section asked professionals to specify (in percentages) the time they
spent weekly on direct instruction, consultation, lesson planning, materials
preparation (including braille), data collection, team/staff meetings, and travel.
These percentages had to total 100%. The third section featured questions
regarding student-specific activities (e.g., participation in staff professional
development), including how often these activities occurred each year and how
much time they spent completing these responsibilities. Questions in the second
and third sections were based on the job responsibilities listed in the Visual
Impairments Scale of Staffing Pattern Analysis (VISSPA; Pogrund et al., 2024).
To conclude, we asked participants whether they felt their workload was
manageable or unmanageable and why.
Data Collection
After receiving approval from the University of Nebraska - Lincoln
Institutional Review Board, we sent the survey link via email to moderators of
state and territory-level listservs for TSVIs and O&M specialists. When a state or
territory did not have such a listserv, the email was sent to other state, territory, or
agency-level contacts for distribution. An exact number of TSVIs, O&M
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